• Journal of Digital Convergence
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• v.14 no.12
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• pp.345-355
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• 2016

As Korea has been rapidly transformed to be a multi cultural society, it becomes essential for nursing provider to develop cultural competency. The purpose of this study was to identify impact of self-reflection, critical thinking disposition and multi cultural experience on nursing student's cultural competence. A convenience sample of 148 nursing students was obtained from a university in Gyeonggi Province. Data was analyzed using Pearson correlation and multiple regression. Significant relationships were found between self-reflection, critical thinking disposition, multi cultural experience and cultural competence in nursing student. The result of multiple regression indicates that critical thinking disposition (${\beta}=0.27$, p=.005), self-reflection (${\beta}=0.21$, p=.040) were the most consistent predictors of cultural competence and explained 26.0%. Thus, it is necessary to develop multi cultural education program including self-reflection and critical thinking disposition. The findings suggest the necessity to explore further various factors affecting the cultural competence and to conduct research for establishment a theoretical model.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.11
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• pp.5559-5569
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• 2013

The purpose of this study was to examine the effect of the reflection rubric on frequency and content of critical thinking in CSCA. The researcher carried out research during 4 weeks, on 60 students taking the course of 'educational methods and educational technology' in K collage. As the result of this study, The reflection rubric frequency could not be significant difference in critical thinking, but could be significant difference in critical thinking content and collaboration argumentation. The reflection rubric could prevent learner form giving one side reasoning, considered both side opinion and grounds. Also the reflection rubric could trigger learner to construct collaborative knowledge building more strongly. This study showed that the reflection rubric have significant impacts on the argumentation collaboration learning in CSCA.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1405-1416
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• 2012

This study aims to analyze how pre-service science teachers' reflective thinking is presented during the microteaching process. The subjects of this study were 13 students who attended a lecture course on science teaching methods offered by the Department of Science Education of the College of Education at a national university. The simulated lessons that were performed during the microteaching process went through peer assessment and self-assessment. Then, the next set of lessons was conducted based on the assessment results. After the first set of simulated lessons, the pre-service teachers' reflection at the routine and technical levels was most remarkable in the focus dimension. In the inquiry and change dimensions, technical reflection stood out. Dialogic or transformative reflection was rarely presented. In addition, most of the pre-service teachers displayed mingling patterns of reflection levels in all of the three dimensions. The results of this study, in particular, prove that microteaching has a high level of applicability in terms of reflective thinking and instructional technology. Accordingly, there is a need for subsequent studies to create a new model that can encourage pre-service teachers' reflective thinking by structuralizing peer and self-assessment during the process of microteaching.

• Journal of Science Education
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• v.44 no.2
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• pp.225-239
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• 2020

This study aims to analyze the characteristics of reflective thoughts of students during experiments in general physics experiments. The participants were 32 college students, they submitted 10 experiment reports including answers to questions for reflective thinking. The results were as follows: First, students show reflective thinking broadly in the experiment, levels were followed by practical reflection, technical reflection, and critical reflection. Also, they actively accepted the knowledge related to experiments, but were passive in connecting new knowledge and experiences obtained through the experiments or forming new questions. Second, the reflective thinking of students show high correlation with experiments related to prior knowledge or the easy-to-understand process. Third, through the qualitative analysis of open-ended questions, it was confirmed that technical reflection occurs in individual evaluation, practical reflection in group evaluation, and practical reflection and critical reflection in improvement proposal. While the students' reflective thinking were superficial or mainly functional, however, they recursively examined the learning contents and the experimental process concurrently.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.70-83
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• 2007

Reflection in teacher education is one reform effort that has taken hold in many teacher preparation programs. However, how to define it and how to foster it in a teacher's education are problematic issues. In this study, on the basis of literature review, science teachers' reflective thinking is defined as a process of thinking that deliberates on alternatives to solve conflict between one's previous knowledge/belief/practice and internal/external factors in science teaching context. Based on this definition, three types of science teachers' reflective thinking (i.e. technical reflection, professional reflection and critical reflection) were proposed. In addition, a framework of classifying the reflective thinking's types was also developed. To investigate science teachers' reflective thinking, two pre-service science teachers who majored in physics education participated in this study. The participants presented the monthly report on reflective practice, pre/post questionnaire, and education practicum journals. Individual interviews with them were conducted before and after their teaching activities. From the analysis of the data, it was possible to categorize the reflective thinking of the participants into three types. The major type of their reflective thinking was the technical reflection. However, it was difficult to find examples of the critical reflection.

• Journal of The Korean Association of Information Education
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• v.20 no.5
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• pp.465-474
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• 2016

The present study is aimed to find the effect of the activity of writing a structured reflection journal in the learning process of PBL-based programming on the logical thinking of elementary school students. To achieve the objective, this study carried out an experiment with 59 elementary school students in the 5th grade. They were divided into an experimental group and a control group. The experimental group was applied with PBL-based programming classes by learning step, including learning of the contents, its procedure, and the activities of writing a critical reflection journal while the control group received learning of PBL-based programming including unstructured reflection journal. And then the difference in their logical thinking was compared and analyzed before and after th experiment. The results demonstrated that the experimental group showed a significant difference in logical thinking before and after writing structured reflection journal (ANCOVA) at the significance level of .05, which evidenced writing a structured reflection journal has learning effect. Intergroup comparison of logical thinking also showed that there was learning effect. Those findings suggest that writing a structured reflection journal in the PBL-based programming learning for 5th grade elementary school students has a positive effect on the learners' logical thinking.

• Women's Health Nursing
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• v.24 no.4
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• pp.404-413
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• 2018

Purpose: To examine the applicability of a team-based learning using reflection journal in Women's Health Nursing for nursing students. Methods: This study had a nonequivalent control group non-synchronized design. Participants were 140 third-year undergraduate nursing students who agreed to participate in this study. The experimental group (n=70) received twice team-based learning using reflection journal about pregnancy nursing course while the control group (n=70) received only team-based learning. Data were analyzed with descriptive statistics, $x^2$ test, Fisher's exact test, and independent t-test using SPSS 23.0 program. Results: Compared to the control group, the experimental group reported significant positive changes in critical thinking (t=2.03, p=.044). Problem-solving, self-leadership, or academic self-efficacy of nursing college students was not significantly different between the two groups. Conclusion: Team-based learning using reflection journal is an effective teaching strategy to enhance critical thinking of nursing students.

• Proceedings of the Korea Society of Design Studies Conference
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• 2001.10a
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• pp.4.1-4
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• 2001

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.4
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• pp.463-473
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• 2017

Purpose: The purposes of study was to evaluate the effect of debriefing using reflection questions and writing on the critical thinking disposition, self-efficacy, and clinical judgement ability in simulation of post-operative care of abdominal surgery. Methods: The research method was a nonequivalent control group no-synchronized design. The study period was from August 22 to 30, 2016. The subjects were comprised of 34 people in the experimental group and 36 in the control group. In a simulation session for post-operative care of abdominal surgery, the treatment of the experimental group was to debrief for 30 minutes using Lasater's reflection questions and writing. For the control group, a typical debriefing was conducted in the same environment. Results: Critical thinking disposition, self-efficacy, and clinical judgement were significantly higher in the experimental group than the control group. Conclusion: To enhance the critical thinking disposition, self-efficacy, and clinical judgement of nursing students in simulation, it is recommended to debrief using reflection questions and writing.

• Journal of the Korean association of regional geographers
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• v.17 no.4
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• pp.459-476
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• 2011

This research aims to figure out the impact of different reflective thinking methods on pre-service geography teachers' teaching knowledge. Four pre-service teachers in the same level were selected through the first simulated instruction, Then, different reflective methods were given them to carry out the reflection. Afterwards, they carried out their second simulated instruction. The change of average score of pre-service teachers was analyzed through the peer reviews and Paired samples T-test. The results are as follows. First, when the first peer review score were compared with second peer review, average score of all pre-service teachers improved. But, pre-service teachers who got cooperative reflection with a specialist had the widest variation in the increase level of average score comparing to those without reflection or reflective journal writing. Second, reflective journal writing through self-reflection led to their reflective thinking, but it did not induce them to reflective practice. Finally, pre-service teacher who got cooperative reflection with experienced teachers got the significant improvement in PCK through the T-test. In particular, it had significant statistical value in instruction section and understanding of students section. It demonstrates that the contextual section could be improved by self-reflection or repetitive class practices, while instruction section and understanding of students section needed consulting by assistants.