• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.43-56
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• 2003

In this study, learning materials that can be applied for web-based distant learning model were developed based on the characteristics of elementary school science in which investigation skills and thinking ability are considered to be important. And the effect of students' activity in a discussion room on student's investigating and thinking ability was investigated. Through very active on-line discussion, students showed their ability to come up with new ideas and to design and implement diverse experimental methods. Especially, since all of the study tasks given to the students were aimed to utilize experimental means and tools that are so common in everyday life, shortfalls that might reside in the web-based distant learning program could be overcome and students' investigative activity might be stimulated.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.3
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• pp.259-267
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• 2022

Purpose: The purpose of this study is to identify nursing students' level of critical thinking disposition, communication skills, and self-leadership and to identify factors that affect the patient safety competency of nursing students. Methods: This study employs a descriptive research, method and was conducted from April 20 to May 19, 2022, with students from three nursing colleges in Korea. The collected data were analyzed by frequency and percentage, independent t-test, Pearson's correlation coefficients, and multiple regression. All analyzes were conducted using IBM SPSS 22.0. Results: The results of the multiple regression analysis showed that the regression model was significant (F=17.30, p<.001) and that communication skills (β=.22, p=.001), self-leadership (β=.31, p<.001), patient safety education experience (β=.15, p=.009), and subjects for credit (β=.15, p=.006) explained 28.0% of nursing students' patient safety competency. Conclusion: It is necessary to develop a self-leadership and communication skills improvement program and to organize rgular courses safety education subjects to improve the patient safety competency of nursing students.

• Journal of the Korean Applied Science and Technology
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• v.40 no.6
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• pp.1413-1424
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• 2023

Virtual reality (VR) simulation in nursing education, especially in the teaching of VR simulations just prior to clinical practice, has the potential to enhance the effectiveness of clinical practice and better prepare nursing students for patient care. The aim of this study was to evaluate the effect of a preclinical VR simulation education program on the development of critical thinking, self-efficacy, problem-solving ability, and perceived clinical competency among undergraduate nursing students. The study was conducted between May and June 2021 using a pretest-posttest design with a control group. A total of 42 nursing students were recruited through convenience sampling from two separate classes. The intervention group participated in VR simulation education, while the control group engaged in lecture-based education, before beginning clinical practice. Assessments were conducted before preclinical education and after completing clinical practice using structured questionnaires. The data was analyzed using chi-square tests, independent t-tests, and ANCOVA. The findings indicated that the intervention group had a significantly higher score in perceived clinical competency compared to the control group (F = 5.25, p = 0.029) after controlling for pretest scores. However, there were no statistically significant differences in critical thinking, self-efficacy, or problem-solving abilities between the two groups. These findings suggest that preclinical VR simulation education is partially effective in preparing nursing students for their clinical practice, underscoring the need for a balanced educational approach that integrates VR with clinical practice to develop a full spectrum of nursing skills and knowledge.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.837-850
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• 2002

In an attempt to accelerate the development of formal reasoning ability of students, 'Thinking Science' activities developed by the Cognitive Acceleration through Science Education(CASE) project were implemented to 841 students in 7th grade aged 12+ in six middle schools over a period of two years. Homogeneity between the CASE group and control group was tested with SRT II, while the improvement of formal reasoning ability of the students was tested with SRT VII. The results were analyzed by treatment, gender, and cognitive levels of the students. Statistically significant gains were shown in the CASE group compared with those in the control group. Cognitive level of girls in the CASE group significantly increased as compared with the control group, while there was moderate effect in boys. These results implied that the thinking science activities were effective in cognitive acceleration of girls aged 12+. It was shown that much more CASE students in pre or concrete operational level shifted to formal operational level as compared with the control group while there were significant effects in all levels (ES=0.31${\sim}$1.10) without showing any tendency.

• Journal of Industrial Convergence
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• v.21 no.2
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• pp.103-109
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• 2023

In Korea, software education is implemented from elementary school. As a representative software education tool for elementary schools, various chess games reconstructed based on the rules of Western chess games are being used. On the other hand, Yutnori, one of our traditional games, also includes elements of software education, so research on this is needed. Therefore, in this study, a Yutnori program based on computational thinking using an educational programming language, Entry, and a turtle robot was developed and its validity verified. As a result of the validity verification, the CVR value was higher than 0.7 in the degree of agreement with the subject achievement standard (3 questions), the appropriateness of learning materials (4 questions), and the possibility of class application (3 questions). Therefore, it could be judged that the learning program developed in this study has a high level of agreement with the subject achievement standards, appropriate learning materials, and high possibility of being applied to classes. In order to generalize this content in the future, the effectiveness will need to be verified, and experimental research will be needed to understand this.

• Journal of dental hygiene science
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• v.19 no.4
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• pp.220-227
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• 2019

Background: This descriptive study aimed to examine the relationship between the 4C core competencies and work ability among dental hygienists. Methods: From November 2018 to January 2019, data were collected-from 190 dental hygienists workong in dental clinics in Busan, Ulsan, and Gyeongsangnam province using structured questionnaires. For the general characteristics of the dental hygienists, frequency and percentage were calculated, and the level of the 4C core competencies and work ability of dental hygienists was calculated using means and standard deviations. A multiple regression analysis was conducted to analyze the effects of the 4C core competencies on work ability. Results: The mean scores for the 4C core competency levels of the dental hygienists were as follows: communication ability 3.34, critical thinking ability 3.41, creative problem-solving 3.40, and collaborative self-efficacy 3.27. Meanwhile the mean score for work ability level was 3.65. The predictive factors influencing work ability were communication ability and cooperative self-efficacy (p<0.001), and the sub-factors of critical thinking ability that affect work ability were sound conferences (p<0.01), intellectual fairness (p<0.05), intellectual enthusiasm (p<0.05), and self-confidence (p<0.001). Finally, the sub-factors of creative problem-solving ability that affect work ability were planning and execution (p<0.01) and performance evaluation (p<0.05). Conclusion: The current study showed that education programs covering the core competencies of dental hygienists, rather than the existing theoretical education program, should be developed and implemented to enhance 4C core competencies that affect work ability.

• Journal of the Korean earth science society
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• v.23 no.4
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• pp.334-348
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• 2002

In this study we have developed programs to enhance the scientific creativity by reviewing literature on the creativity and analyzing the theoretical models related to gifted education. The scientific creativity is regarded as the process of problem solving and problem finding, in particular, solving and finding the ill-defined but significant problems. In general, the important components of the scientific creativity are considered as the scientific knowledge, process skill, divergent/critical thinking, ill-defined problem, and problem finding. The program developed for the purpose of the study is composed of three stages based on Renzulli's model : general exploratory activities, group training activities and individual and small group investigations of real problems. The developed program in this study consists of 4 themes, 15 school hours in the earth science area. The process and products of the program development as well as the background of the present research are described and discussed in detail.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.867-876
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• 2016

In accordance with the changing of society, remarkable increase in knowledge and information, the competencies to choose and use proper information in various domains are considered as an important skill. As one of the methods in developing these competencies, it is emphasized that a problem-based learning can make student understand and use knowledge by solving the contextualized problem. However, it is skeptical of learner's development of competencies to use knowledge by solving well-defined given problem. Therefore it is required that students be allowed to develop the competency to find problem through experiences to determine and evaluate the purpose of the problem and method. The purpose of this study is to understand how undergraduate students use science or technology in finding a problem. In this line, this study articulated four cases conducted by participants who engaged in convergence teaching-learning program. And this study investigated the participants' process of problem-finding, method and reason to apply science or technology. The results were drawn by analyzing interviews and written data, including their proposal, a poster, and final reports. Participants changed the form of problem from initial ill-structured one into a concrete one, where the participant could derive a detailed solution. Science or technology applied as the detailed example to convert problem into a concrete form, or as the analyzing tool or theoretical background of problem to make a link with other domain. Their reason of applying science or technology could be summarized in 'personal interest based on prior experience' and 'alternatives to resolve a dissatisfaction.' Based on the result, this study suggests holistic approach that is included in both intuitive thinking and logical thinking and metacognitive regulation to stimulate problem-finding in problem-based learning program.

• Journal of Science Education
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• v.36 no.2
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• pp.216-234
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• 2012

This study examined the characteristics of verbal interactions presented in TS activities with different tasks' openness levels by the cognitive levels of students through the implementation of TS program to 14 fifth graders in gifted class. Results of this study revealed that the open-type TS activities showed higher percentages of verbal interactions than the guiding-type TS activities showed and that the higher the open level of tasks was, the more high-level verbal interactions occurred. These results were showed in almost all subcomponents of verbal interactions. The results according to the students' cognitive levels showed that the higher the cognitive level of students was, higher frequency of interactions, high-level verbal interactions and a variety of verbal interactions occurred. The influence of both cognitive level of students and the task's openness on verbal interactions among students seemed to be interactive, however. In guiding-type activities, the percentage of high-level verbal interactions was not high although the cognitive level of students was high. And students in low level of cognition showed far lower frequency of interactions and their percentage of high-level verbal interactions was low even though the openness of the tasks was high. The results of this study meant that although open-type activities drew higher level verbal interactions by stimulating students' thought, the effects would be limited owing to their low cognitive level. Based on these findings, an implication was suggested that it is important to design instructional strategies and adjust openness level of TS activities to students' cognitive level so as to stimulate the thinking of students in lower cognitive level and to highten their engagement in activities.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.203-216
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• 2020

The purpose of this study is to explore the effects of a VR(virtual reality)-based biology class on both the cognitive and affective domains by developing and applying a VR-based biology program for 6th-grade elementary school students. For this research, we developed a VR teaching material about 'digestion' reflecting virtual reality characteristics and one hundred five students in an elementary school in an urban area participated in this study and took three VR-based lessons. To examine the cognitive effects of a VR-based biology class, the study subjects were divided into two groups. The experimental group was composed of 50 individuals who participated in VR-based biology lessons, while 55 students of a control group learned through general lessons. We collected data using drawing tasks for measuring students' modeling performance level from these groups and analyzed the cognitive effect of VR-based instruction. We also recorded 21 interviews of students after the intervention, which were transcribed to verify the students' perception of cognitive and affective effects. The key results are as follows: First, we demonstrated the possibility of applying a VR program reflecting VR characteristics (manipulation, multi-sensory, and interaction). Second, we found out that a VR-based biology class significantly enhances higher levels of thinking (spatial, abstract, and reflective thinking). Third, we examined students' perceptions on this program and came to the conclusion that VR characteristics positively affected cognitive and affective domains. This study may be able to contribute to offering guidelines on how to apply VR-programs to future science education effectively.