• Journal of Digital Convergence
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• v.20 no.2
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• pp.525-541
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• 2022

This study aimed to develop simulation practice program with PBL (S-PBL) for nursing students and evaluate the effect of the program on their problem solving ability, clinical performance competency, learning satisfaction and confidence. The participants were nursing students who applied for simulation practice courses at an university in J province. The study was a mixed-method design using a nonequivalent one group pretest-posttest design (n=91) and focus group interview (n=12). Quantitative data were analyzed using SPSS 23.0 program and qualitative data thematic analysis. Quantitative data showed S-PBL was effective in improving clinical performance competency, learning satisfaction and confidence of the participants, but not in improving problem solving ability. As a result of the qualitative study, four themes and eight sub-themes were derived, and the themes were "Learn integrated nursing care based on priority", "Experience team cooperation through communication," "Learn vividly critical care" and "Improved nursing competency". The S-PBL could be effective in practical education for nursing students. In further study, it is necessary to develop various simulation practice programs based on PBL through a mixed-method design and apply them to nursing curriculum.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.23-40
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• 2006

The purpose of this study was to examine co-ed high school students' concern for appearance, weight control attitude and food behavior. The subjects were 405 students(boys 197, girls 208) in Sokcho area. Most of the students had much interest in appearance, and their perception of body type was significant differences between boys and girls(p<,00l). 22.8% of boys expressed satisfaction at their own body type. while just 9,6% of the girls were contented with their body type. In interest toward weight control. 43.7% of the boys and 79.8% of the girls had a regard for weight control. In relationship between weight control interest and the body type perception, there were significant differences among group of caring about weight control. moderate group and indifferent group(p<,00l), regardless of gender. As a whole, 41.3% of group that cared about weight control found themselves a little fat. Most of the boys who considered themselves thin(24,4%) were much concerned about weight control. where as girls who thought of themselves as thin were little interested in. Body type satisfaction was significant differences among interested group, moderate group and indifferent group(p<.00l). It appeared that they had breakfast very irregularly, But 86.9% of the total students had dinner, which indicated dinner was taken relatively on a regular basis. Among three meals, dinner was skipped the least, 23,5% (17.8% of the boys and 28,9% of the girls) went without breakfast everyday. For the reason, 65.1% of the overall students didn't eat breakfast due to time constraints, and lunch(39.8%) and dinner(31.3%) were skipped largely because eating them was troublesome. Less students went without meals to lose weight. and lunch(7.0%) was skipped more than breakfast(1.3%), and dinner(13,8%) was skipped more than lunch, This study suggested that nutrition education for high school students should be planned to provide nutrition information regarding desirable weight control as well as modifying diets and food behaviors.

• Journal of The Korean Association For Science Education
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• v.4 no.1
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• pp.1-14
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• 1984

The student's attitude toward science is generally influenced by their teachers. Therefore, teachers' positive attitudes toward science and science teaching play an important role to change the student's attitude toward science. The purpose of this survey is to investigate the status on attitudes toward science and science teaching among the secondary school science teachers in Korea. The attitudes were surveyed by the questionnaire which was developed by Sung-Jae Pak. The instrument is designed to use Likert type scale and is composed of two kinds of scale: one is the attitudes toward science scale (the AT scale) and the other is the attitudes toward science teaching scale (the AT Kale), which contains 24 questions respectively. Each of them has 6 sub-level areas. The six areas of attitude toward science are as follow: The goals and values, process and method of science, knowledge and the view of nature, social and cultural aspects, scientist and a career in science, the preferences and willingness. The six areas of attitude toward science teaching are as follow: The goals and values, process and method of science teaching, the content and structure, social and cultural aspects, science educator and a career in science teaching, satisfaction and willingness. From 152 teachers' responses, the tendency of total as well as each area and the contrast of their backgrounds at the level of 5% significance were analyzed by SPSS computer program. Some results and conclusion of the study are as follow: 1. The overall attitude of the measured secondary school science teachers shows a positive trend tendency. Also total positive attitude toward science teaching are slightly higher than that of science, which support the fact that the teachers are not scientists but they are directly involved in teaching of science. 2. The attitudes toward science are moderately correlated to the attitudes toward science teaching (r=0.52). 3. The areas of knowledge, nature-view and tile area of social aspects of science show a very negative tendency. Also the two areas are not correlated to some other areal at the level at 5% significance. 4. Female science teachers exhibit just a little more positive attitudes than those of male teachers in science teaching. 5. The science teachers who wanted to have a profession of scholar or educator exhibit a little more positive attitudes than others in science and total attitudes (AS+AT). 6. The more the science teachers have "intellectual delights" the more their attitudes toward science and science teaching are positive. 7. At the level of 5% significance, there are differences which college they graduated from, but there are no differences in multiple comparison at 10% level. 8. The differences in their background dose not appear in such as age; teaching career; academic career; deny the superstition; their onlook for the scientist or educator when they were freshmen; major the basic science; opinions about the U.F.O. and the origin of life. 9. The responses of certain individual statement are quite different from the overall tendencies, which strongly suggest the de1ailed analysis and deeper study. For the continuing study, it is recommendable to revile the measuring tools with the theoretical study for the better validity and reliability, and investigate the status of the attitudes toward science and science teaching among the science teachers with sufficient samples.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.285-297
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• 2013

The purpose of this research is to find the effect of the lesson using open-inquiry report Lubric on open-inquiry standard and science process skill; to find the change of cognition on open-inquiry for elementary school 5th grade students. Two classes (elementary school 5th grade) were selected which located in a small and medium-sized city for this research and they were separated as an experimental group and a comparative group. Open-inquiry lesson was done by referring teaching method which introduced through the curriculum. The procedure was understanding about open-inquiry, making open-inquiry subject, planning, and performing inquiry, mid-term, performing inquiry, making a report, presentation, and evaluation. Open-inquiry report Lubric which developed by Sook-Kyung Kim et al. (2010) was provided to the experimental group. Comparative group was instructed by using open-inquiry report which introduced to the elementary school 5th grade science text book. Interview paper was developed in order to check out the effect of the research by using a test paper of science process skill. The following could be found out through the research. After open-inquiry lesson, 10 open-inquiry reports(5 reports from experimental group, 5 reports from comparative group) have been drawn at random as samples from the total 62 sets (30 reports from experimental group, 32 reports from comparative group) and evaluated by a researcher and two elementary school teachers who have master degree. The reliability of the 3 scorers was 0.923 of mean correlation coefficient. And then the researcher evaluated all open-inquiry reports. The average score of open-inquiry report was 66.78 for experimental group, 54.27 for comparative group, respectively. And there was a significant difference at p<0.05 level as a result of the t-test. The experimental group rated high at p<0.05 level according to the analysis of post-science process skill test. According to the result of survey, both experimental group and comparative group had understood open-inquiry activity. It was especially rated high for experimental group on understanding scientific inquiry process, interest and satisfaction in open-inquiry and re-participation rate. By interviewing experimental group, it is recognized that the students utilized Lubric very well through the overall process. Finally, self-evaluation was done during open-inquiry activity and it was reported that the students gained more knowledge about science and changed to positive about science. As a result, the lesson using open-inquiry report Lubric was effective for students to improve writing skill of an open-inquiry report and science process skill and finally changed the cognition to positive about open-inquiry lesson.

• The Korean Journal of Archival Studies
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• no.78
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• pp.251-283
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• 2023

Compared to the word "memory" in general, the word "record" can be unfamiliar. This study addressed the problem that elementary school students do not have enough learning opportunities due to the lack of content on records in the curriculum. An educational program using Korea's UNESCO Memory of the world was conducted for three classes of 6th graders at J Elementary School, and the effect of the program was analyzed by administering pre- and post-surveys to students and in-depth interviews to teachers. The results of the student survey showed a significant improvement in their understanding, knowledge, satisfaction with the lessons, and need for records and Korean UNESCO Memory of the world. Teacher interviews confirmed the effect of the program, but suggested that it should be adjusted to fit the limited time available. Based on this, we verified the effect of the developed program and suggested directions for improvement of future record education programs.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.605-617
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• 2023

In this study, a STEAM program emphasizing the engineering design process was developed and applied to investigate its effects on the creative engineering problem-solving proficiency and self-directed learning ability of elementary school students. In addition, the study compared and analyzed differences according to gender. The program was conducted across five sessions targeting 141 students in the fourth grade in an elementary school in the Gyeongin area. The study measured the creative engineering problem-solving disposition and self-directed learning ability of the students before and after the STEAM program. It also administered satisfaction and perception tests. The result confirmed that the STEAM program that emphasizes the engineering design process is effective in improving the creative engineering problem-solving propensity and self-directed learning ability of elementary school students, particularly female ones. Analyzing differences in changes based on gender, the study pinpointed significant improvements among female students in all factors except for the subfactor communication and collaboration within tendencies toward creative engineering problem-solving. For male students, the study observed significant effects in the factors engineering design and communication and collaboration. Lastly, the study discussed the educational implications of the findings.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.87-101
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• 2017

The analysis was carried out with meta-analysis on master's and doctoral dissertations, and academic journals that analyzed the effects of STEAM education between 2012 and 2015. From the total number of 75 dissertations and articles analyzed, 183 different effect sizes were calculated. The analysis was done to find out the kinds of differences that would be created according to the effect size of creativity, problem-solving ability, and researcher, target area, student division research design type, and level of schools. The total effect size of creativity scored 0.776, and demonstrated satisfaction in symmetry of funnel plot, with no publication biases. The fail-safe N scored 780, and since the number is smaller than 8,945, the results of this research has credibility. Furthermore, problem-solving ability shows intermediate level of effect size with a score of 0.584. It also showed satisfaction in symmetry with funnel plot, with no publication bias. With the different research methods of the sub-factors of creativity, fluency scored the highest with 0.929, flexibility with 0.881, originality with 0.838, sophistication with 0.653, abstractness with title 0.705, and resistance to termination, 0.527. This study finds its significance in the demonstration of average effect size of STEAM education through meta-analysis. According to research results, the effects of inclusive education could be determined, yet the specific effect cause or learning principles were difficult to find. It was found that the effects of STEAM education do not rise or fall depending on school age, and demonstrated differences in creativity according to the research methods or the researchers.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.471-481
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• 2021

The importance of science education for cultivating the competencies required by an intelligent information society is gradually being strengthened. The government's roles and responsibilities for science education are stipulated by laws and policies in Korea. In order to systematically support science education, continuous monitoring of related policies is essential. This study aims to develop indicators that can be used to systematically and continuously monitor the national policies on science education in Korea. To achieve this goal, we first derive the framework for the indicators that has two dimensions (learner and science education context) and three categories (input, process, and outcome) from literature reviews. In order to derive the components and subcomponents of the indicators, the contents of science education-related indicators developed in Korea or abroad were reviewed. In order to verify the suitability and validity of the framework and components of the initial indicators, a two-round Delphi method was conducted with 25 expert participants with five different professions in science education. Finally, three components of the 'input' category (student characteristics, teacher characteristics, and educational infrastructure), three components of the 'process' category (science curriculum implementation, science educational contents and programs implementation, and teacher professional development program implementation), and five components of the 'outcome' category (science competency, participation and action, affective achievement, cognitive achievement, and satisfaction) were derived. An instrument to collect data from students, teachers, and institutions was developed based on the components and subcomponents, and content validity and internal consistency of the instrument were analyzed. Korea's Science Education Indicators developed in this study can comprehensively measure the current status of science education and is expected to contribute to a more efficient and effective science education policy planning and implementation.

• Journal of Korean Academy of Nursing Administration
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• v.6 no.2
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• pp.165-176
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• 2000

The purpose of this study was investigate the self-disclosure and self-esteem of senior nursing students in two types of nursing education programs : baccalaureate and associate programs. The subjects were comprised of 365 associate degree nursing students from five junior college and 297 baccalaureate degree nursing students from six universities. The data were collected conveniently by self reporting questionnaires given to the students from september 13 to october 23, 1999. The instruments used JSDQ and Self-esteem scale. The data were analyzed by $SAS/PC^+$ program using descriptive statistics, $x^2-test$, t-test, pearson correlation coefficient. The results of this study are as follows : 1. There was significant difference in religion(p=.001), motive of entrance of college( p=.001) and satisfaction of nursing practice(p=.038) between baccalaureate degree nursing students and associate degree. 2. The extent of self-disclosure in baccalaureate degree nursing students had significantly higher than that in associate degree nursing students(p=.0022). 3. An object for self-disclosure were girlfriend, mother, boyfriend and father successively. 4. The extent of self-esteem in baccalaureate degree nursing students had significantly higher than that in associate degree(p=.0224). 5. The relationship between self-disclosure and self-esteem revealed a positive significant correlation(r=.2628, p=.0001).

• Journal of the Korea Convergence Society
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• v.6 no.4
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• pp.25-31
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• 2015

General student orchestra activity is known as desirable hobby for students of adolescent period, developing their creativity and sensitivity, give students sense of belonging and stability by resolving their social, emotional anxiety. Accordingly, his research investigated whether orchestra club activity also has similar effect on university students. As a result unlike of adolescent students, orchestra activity turned out to be not that helpful for the social, self-confidence improvement of university students, though achievement of the activity itself was high. Despite of the result, there exist positive factors; obviously the activity has positive factors analyzing through recognition analysis (opinion mining) using big data. Therefore national support is required also for the orchestra activity of the undergraduates.