Earticle

The purpose of this study was to examine the effects of self-growth program on self- esteem, self-efficacy and social problem solving ability for school maladjusted middle students. The subjects were 13 school maladjusted middle students in K middle school located in Daejeon City. They were recommended by class teachers and Wee Class counselors under the agreement with parents on student participation in the study. The subjects were randomly assigned to 6 students as a experiment group and 7 students as a control group. Previous research was refer to this study, the study was consisted of 4 sub- areas; Self-Understanding, Self-Reception, Self-Opening and Self-Assertion. This study was mainly consisted of Self-Understanding based on interactions in cognitive awareness, emotional awareness and behavioral awareness. The program was progressed for 12 sessions-each session 45 minutes on twice for a week and analyzed the behavioral change in the process of the therapy and the effect of this program. As a result, students participated in Self-Growth program was more improved in Self-Esteem, Self-Efficacy, and Social Problem Solving Ability than students in a control group. This study’s self-growth program was effective on school maladjusted middle students in Self-Esteem, Self-Efficacy, and Social Problem Solving Ability.

Purpose: This study examined the effects of simulation-based education for high-risk maternity on evaluating problem-solving process, self-leadership, critical thinking disposition, and self?efficacy of nursing students. Method: This study was a one-group pretest-postest test design with 81 junior nursing students as participants. Data were collected from September 4 to December 11, 2019, after students completed their simulation practice class. Students completed a survey on their problem-solving process, self-leadership, critical thinking disposition, and self-efficacy at the beginning and end of the class. Data were analyzed using descriptive statistics, paired t-test, and Pearson’s correlation coefficients using the SPSS WIN 21.0 program. Results: Students’ problem-solving process (t=-7.06, p<.001), self-leadership (t=-3.08, p=.003), critical thinking disposition (t=-2.12, p=.037), and self-efficacy (t=-6.01, p<.001) showed significant improvement after the simulation-based education for high-risk maternity. There was a positive relation between problem-solving process and self-leadership (r=.52, p<.001), critical thinking disposition (r=.39, p<.001), and self-efficacy (r=.53, p<.001). Conclusion: There is a need to supplement the limitations of clinical practice education by providing a simulation-based education environment similar to a hospital since the experience of clinical practice alone is not sufficient to improve students' knowledge and skills. Results of this study may be used as a basic data for efficiently performing simulation-based education on high-risk maternity.

본 연구는 학사경고를 경험한 대학생을 대상으로 교육 프로그램을 개발 및 운영하고, 그 효과를 검증하는 데 목적이 있다. 이를 위해 K 대학에서 운영된 교육 프로그램을 이수한 대학생 63명을 대상으로 설문조사와 성찰일 지 분석을 실시하였다. 주요 연구 결과는 다음과 같다. 첫째, 교육 프로그램 참여 전후 대응표본 t-검정 결과, 학습 자의 문제해결태도, 학업적 자기효능감, 학업적 자기인식 수준이 모두 통계적으로 유의미하게 향상된 것으로 나타났 다. 이는 교육 프로그램이 학사경고라는 부정적 경험으로 위축된 학생들의 내적 측면을 강화하는 데 실질적인 효과 가 있음을 입증한다. 둘째, 성찰일지에 대한 질적 내용분석 결과, 학생들의 학업적 자기인식 재구성 과정은 학업 실 패 원인 인식, 자기인식의 전환, 회복을 향한 재구성으로 도출되었다. 학생들은 초기에는 자기조절 실패와 정서적 위기를 원인으로 인식하였으나 성찰을 통해 개인의 태도와 노력에 대한 책임감을 자각하고 학업 목표를 재설정하며 회복 의지를 형성하는 과정을 보였다. 본 연구의 결과는 학사경고 대학생을 위한 교육적 개입이 단순한 학습전략을 넘어 학습자의 내면적 목표 재설정과 정서적 회복을 돕는 통합적·관계 중심적 지원으로 확대되어야 함을 시사한다.

This study developed an educational program for university students on academic probation and verified its effectiveness through a mixed-methods approach involving 63 participants. The key findings are as follows. First, participants showed statistically significant improvements in problem-solving attitude, academic self-efficacy, and academic self-awareness, proving the program’s efficacy in strengthening internal psychological mechanisms. Second, qualitative analysis of reflective journals revealed that students’ academic self-awareness reconstructed through three stages: recognizing failure causes, transforming self-perception, and regaining a will to recover. While students initially blamed self-regulation issues and emotional crises, reflection led them to accept personal responsibility and reset academic goals. These results suggest that interventions for academic probation must provide integrated, relationship-centered support focusing on internal goal-setting and emotional recovery.

Purpose: This study aimed to explore the influence of knowledge, problem-solving processes, and self-efficacy on the clinical competency of nursing students in the home health nursing management of diabetes mellitus (DM). Methods: The subjects of this study were 136 nursing students. Data were collected from April 18 to April 29, 2022, and analyzed using the SPSS 23.0 program. Results: The total mean scores of nursing students' knowledge, problem-solving process, self-efficacy, and clinical competency in DM home health nursing management were 71.24, 3.92, 7.47, and 4.09, respectively. Clinical competency was significantly and positively correlated with the problem-solving process (r=.60, p<.001) and self-efficacy (r=.48, p<.001) but not with knowledge (r=.09, p=.311). The problem-solving process was also positively correlated with self-efficacy (r=.41, p<.001). Regression analysis revealed a 41.4% variance in the nursing student's clinical competency with problem-solving process (β=.47, p<.001) and self-efficacy (β=.28, p<.001). Conclusion: The results of this study provide valuable evidence for the development of educational interventions aimed at enhancing the clinical competency of nursing students in relation to home-visit healthcare services for DM management.

본 연구는 융합시뮬레이션교육이 간호학생의 문제해결능력과 자기효능감 및 핵심기본간호술 수행자신감에 미치는 효과를 규명하고자 실험군 97명, 대조군 87명을 대상으로 시행된 비동등성 대조군 사후설계 유사실험연구 이다. 수집된 자료는 independent t-test, Chi-square test 및 Pearson's correlation으로 분석하였다. 연구결 과 융합시뮬레이션 교육 후 실험군의 문제해결능력(t=-2.04 , p=.043) 및 핵심기본간호술 수행자신감(t=5.31 , p ＜.001)이 유의하게 높았다. 본 연구결과는 4학년 간호학생에게 세부 전공별 간호단위를 통합한 융합시뮬레이션 교육을 적용하여 간호학생의 임상수행능력을 향상시킬 수 있는 방안을 모색하는 근거를 마련함에 의의가 있다. 효 과적인 융합시뮬레이션 교육을 위해 다양한 교과목 콘텐츠의 지속적인 개발 및 그 효과를 검증하는 반복 및 융합 연구를 제안한다.

This study was performed to examine the effect of convergence-based simulation education on the problem solving ability and self-efficacy and confidence of core fundamental nursing skill performance for nursing students. A non equivalent control group post-test only design was utilized(experimental group(n=97), control group (n=87)). Data were analyzed using independent t-test, Chi-square test and Pearson's correlation. The scores of the problem solving ability(t=-2.04 , p=.043) and confidence of core fundamental nursing skill performance(t=5.31 , p＜.001) were higher than those of the experimental group than control group. It is necessary to find ways to iterative and convergent research that verifies the continuous development and effectiveness of various courses.

이 연구는 교양교육의 핵심적 주제 가운데 하나인 고전교육에 대한 교육적 성과 확인을 주된 목적으로 수행하였다. 이를 위해 A 대학 자유교양대학에서 운영하고 있는 ‘명저읽기’ 강좌를 수강하는 학생을 대상으로 고전교육의 성과와 학업적 흥미에 대해 설문조사를 실시하였다. 연구목적을 고려하여 설문조 사는 학기 초와 말에 각각 1회씩 실시하였으며, 모든 설문에 성실하게 참여한 학생의 응답(N=600)을 최종 분석에 사용하였다. 연구결과, ‘명저읽기’는 고전교육성과 측정도구에서 다루고 있는 모든 역량(독 해역량, 의사소통역량, 창의역량)을 향상시키는 데 도움이 되는 것으로 나타났다. 또한, 이 강좌는 학생들의 문제해결 효능감을 향상시키는 데에도 도움이 되는 것으로 나타났다. 뿐만 아니라 ‘명저읽기’ 는 학생들의 상황적 흥미와 개인적 흥미를 증진시키는 데 유의미한 효과가 있는 것을 확인할 수 있었다. 이러한 결과는 A 대학 자유교양대학에서 운영하고 있는 ‘명저읽기’ 강좌가 학생들의 관련 역량과 효능감, 학업적 흥미를 증진시키는 데 도움이 되도록 효과적으로 운영되고 있다는 것을 시사해준다. 본 연구는 객관적 척도를 활용하여 고전교육의 교육적 성과를 제시한 최초의 연구라는 점에서 의의가 있다고 할 수 있다.

The main purpose of this study was to confirm the educational performance of classical education as one of the major Liberal Arts courses. To this end, surveys were conducted regarding the achievements of classical education and academic interests for students taking the “Reading Famous Writings” course established at the Liberal Arts College of A university. A survey was conducted once at the beginning, and then at the end, of the semester and responses of students who faithfully participated in all of the surveys were used for the final analysis. As a result of the study, we found that the course helped the students to improve in all areas of competency (reading comprehension, communication competence, and creative competence). In addition, we found the course to be helpful in improving the students’ problem-solving efficacy. Furthermore, we confirmed that this course has a significant effect on enhancing the students’ situational interest and personal interest. These results suggest that the “Reading Famous Books” course is being operated effectively to help increase the students’ related competencies, efficacy, and academic interests. Finally, these findings can be said to be significant in that they are the first studies to present educational outcomes of classical education using an objective scale. Limitations of this study, along with required follow-up studies, were also discussed.

본 연구는 비이공계열 대학 신입생을 대상으로 진행된 해커톤 프로그램의 성과를 규명하고자 수행되 었다. 해커톤 프로그램 참여 학생들은 팀을 이루어 사회문제 해결을 위한 아이디어를 도출하고 앱 인벤터로 산출물을 만들어내는 활동을 1박2일에 걸쳐 수행하였다. 해커톤 프로그램에 대한 효과성을 검증하고자 해커톤 프로그램 참여 전후에 문제해결역량과 자기효능감을 측정하였다. 학생의 도전 동기 성향에 따라 도전지향, 안전지향, 지향없음 세 집단으로 분류하였고, 도전 동기성향 집단에 따라 프로그 램 효과에 차이가 있는지 분석하였다. 자료 분석에는 비이공계열 신입생으로 해커톤 프로그램에 참여한 총 575명의 자료를 활용하였다. 첫째, 대응표본 t-test를 활용하여 사전-사후 문제해결역량에 대한 차이를 검증한 결과, 해커톤 프로그램 참여 후 학습자의 문제해결역량이 사전 점수에 비해 유의하게 향상되었다. 둘째, 사전-사후 문제해결역량의 변화 양상이 도전 동기성향 집단에 따라 다른지 반복측정분산분석으로 분석한 결과, 세 집단과 시점 간에 상호작용 효과가 유의하여 도전 동기성향 집단에 따라 문제해결역량 변화 양상에 유의한 차이를 보였다. 셋째, 사전-사후 자기효능감 차이 분석에서는 해커톤 프로그램을 통해 자기효능감이 유의하게 향상되었으며, 넷째, 동기지향에 따른 세 집단 간에 사전-사후 자기효능감 변화가 다르게 나타났다. 특히 세 집단 중 안전지향 집단에서 문제해결역량과 자기효능감 향상이 가장 큰 폭으로 나타났다. 연구결과를 토대로 해커톤 프로그램의 교육적 효과성과 시사점을 논의하였다.

This study was conducted to examine the effectiveness of the so-called “hackathon” program for first year students in the arts and humanities. The students in the hackathon program worked to derive ideas for solving the proposed problems, and to create outcomes with “App Inventor” over a two day period. To validate the effectiveness of the hackathon program, problem-solving competency and self-efficacy were measured before and after their participation. The motivational disposition of the students was measured and classified into three groups: challenge-oriented, safety-oriented, and neutral. After this, we analyzed whether there was a measurable difference among the students thanks to this program. A total of 575 data were used for data analysis. First, as a result of testing the difference in the pre and post problem-solving capabilities using the paired sample t-test, problem-solving competency was significantly improved. Second, the results showed that there was a significant difference between the three groups in the degree of changes in their problem-solving competency. Third, as a result of testing the difference in pre and post self-efficacy, the self-efficacy score was significantly improved through participating in the hackathon program, and fourthly, there was a significant difference between the three motivational orientation groups in their changes to self-efficacy. Of the students in the three groups, those who had safety-oriented motivation showed the greatest improvement in problem-solving competency and self-efficacy. Based on these findings, some implications and suggestions were discussed.

This study aimed to investigate the effects of nursing simulation education about child care with acute asthma attacks for nursing students. Nursing students that participated in this study were divided into experimental and control groups. The subjects in the control group received the video education and the subjects in the experimental group received the simulation education to observe the differences in the problem solving processes, self-efficacy and learning satisfaction. This study used a non-equivalent control pre-post design and data were analyzed using SPSS WIN 22.0. The general characteristics and the values of the variables along with percentages and standard deviation were analyzed. In addition, the subjects homogeneity and t-test hypotheses were analyzed. The difference in the subjects’ scores before and after the video education program were statistically significant in the self-efficacy(t = 3.08, p < .004) and learning satisfaction(t = 3.46, p <.003). The findings indicate that this simulation would be useful in improving self-efficacy and learning satisfaction for child care with asthma attack in nursing students.

본 연구는 기업 플립드 러닝 환경에서 자기결정성과 협력적 자기효능감, 학습몰입, 문제해결력 간의 관계를 규명하는 데 목적이 있다. 이를 위해 국내 기업에서 수행된 플립드 러닝 참여자 총 219명의 자료를 수집하고, 구조방정식 모형을 적용하여 분석을 실시하였다. 연구결과, 첫째 자기결정성, 협력적 자기효능감, 학습몰입은 문제해결력에 유의한 정적 영향을 미치는 것으로 나타났다. 둘째, 자기결정성과 협력적 자기효능감은 학습몰입에 유의한 영향을 미치는 요인으로 확인되었다. 셋째, 학습몰입은 자기결정성과 문제해결력의 관계, 협력적 자기효능감과 문제해결력의 관계에서 부분 매개 효과를 가지는 것으로 분석되었다. 본 연구결과를 토대로 교육훈련 참가자의 문제해결력 향상을 목적으로 기업교육 환경에서 플립드 러닝 적용 시에 고려해야 하는 학문적·실천적 시사점을 제안하였다.

This study aims to identify the structural relationship among self-determination, self-efficacy for group work, learning engagement, and problem-solving skills in the corporate flipped learning environment. For this purpose, this study conducted a survey targeting flipped learning participants in Korean companies. A total of 219 samples: were used for the analysis employing structural equation modeling. The results of the study were as follows. First, self-determination, self-efficacy for group work, and learning engagement significantly affected on problem-solving skills. Second, self-determination and self-efficacy for group work positively affected on learning engagement. Third, learning engagement had a mediating effect (partial mediation) in the relationship between self-determination and problem-solving skills, self-efficacy for group work, and problem-solving skills. Based on these research results, consider a proposal to improve academic and practical implications for problem-solving skills in corporate flipped learning environments.

연구목적 본 연구는 친구 가르치기와 문제 만들기 중심의 하브루타 학습법을 적용한 특수교육학개론 수업이예비유아교사의 협력적 자기효능감, 문제해결력에 미치는 영향과 예비유아교사의 학습 경험을 살펴보고자 하였다. 연구방법 이를 위하여 S시에 소재하는 유아교육과 3학년 36명의 학생에게 친구 가르치기와 문제 만들기 중심의 하브루타 학습법이 적용된 ‘특수교육학개론’ 강의를 실행하였다. 이에 대한 학습 효과를 검증하기 위해 예비유아교사의 협력적 자기효능감과 문제해결력에 대하여 사전-사후검사를 실행하였다. 또한 본 연구는 예비유아교사의 구체적인 학습 경험 및 인식을 살펴보기 위해 자유 서술식 설문 조사를 시행하였다. 연구결과 첫째, 친구 가르치기와 문제 만들기 중심의 하브루타 학습법을 특수교육학개론 수업에 적용한 후 예비유아교사의 협력적 자기효능감이 유의미한 수준으로 향상되었다. 둘째, 친구 가르치기와 문제 만들기 중심의하브루타 학습법을 적용한 수업을 통해 예비유아교사의 문제해결력도 유의미한 수준으로 향상되었다. 셋째, 질적 자료를 분석한 결과, 해당 과목에 대한 이해 및 관심 증가, 수업 만족도 및 참여도 증가, 의사소통능력 향상, 학습효과 증진, 관계증진이라는 주제가 도출되었다. 결론 이러한 결과는 향후 다양한 교과목에 대한 친구 가르치기와 문제 만들기 중심의 하브루타 학습법의 적용가능성과 예비유아교사의 리더쉽 및 전문성 향상을 위한 방안으로 하브루타 학습법의 활용 가치를 보여주었다는 데 의의가 있다.

Purpose This study aimed to examine the effects of an introductory special education class that applied the Havruta learning method, which focuses on teaching friends and creating questions on the self-efficacy for group work and problem-solving ability of pre-service early childhood teachers and their learning experiences. Method A course titled ‘Introduction to Special Education’ using the Havruta learning method that focuses on teaching friends and creating questions was implemented for 36 third-grade students in the Department of Early Childhood Education in City S. To verify the learning effect, a pre- and post-test was conducted on the self-efficacy for group work and problem-solving ability of pre-service early childhood teachers. In addition, this study conducted a open-ended questionnaire survey to examine the specific learning experiences and perceptions of preservice early childhood teachers. Results First, after applying the Havruta learning method, which focuses on teaching friends and creating questions, to the introduction to special education class, the self-efficacy for group work of pre-service early childhood teachers improved. Second, the problem-solving ability of pre-service early childhood teachers was improved through the class that applied the Havruta learning method, which focuses on teaching friends and creating questions. Third, as a result of analyzing the qualitative data, the following themes were derived: increased understanding and interest in the subject, increased class satisfaction and participation, improved communication skills, increased learning effectiveness, and improved relationships. Conclusion These results are significant in that they demonstrate the applicability of the Havruta learning method, which focuses on teaching friends and creating questions, to various subjects in the future and the value of utilizing the Havruta learning method as a means of improving the leadership and professionalism of pre-service early childhood teachers.

본 연구는 아동청소년간호학 임상실습에서 핵심간호술을 연습하기 위해 스마트폰 촬영 영상을 활용한 자기평가학습법이 문제해결능력, 임상수행능력, 협력적 자기효능감, 팀효능감에 미치는 효과를 검증하기 위한 비동등 대조군 전후 설계의 유사실험연구이다. G광역시 3학년 간호대학생을 대상으로 실험군 42명, 대조군 40명으로 총 82명이었다. 실험군은 스마트폰 촬영영상을 활용한 자기평가학습법을 실습기간 10일 동안 매주 제공받았고, 반면 대조군은 기존 실습방법에 따라 핵심간호술 연습을 시행 하였다. 연구결과 자기평가 학습방법을 경험한 실험군의 문제해결능력(t=4.49, p<.001), 임상수행능력(t=3.99, p<.001), 협력적 자기효능감(t=-4.95, p<.001), 팀효능감(t=2.25, p=.027)의 사전-사후 차이가 통계적으로 유의하였다. 이러한 결과를 통해 스마트폰 녹화 활용 자기평가를 통해 간호대학생의 적극적인 자율실습 참여와 더불어 실습만족도 증진에 기여할 수 있을 것이라고 판단된다.

The purpose of this study was to identify the effects of self-evaluation learning methods using smartphone shooting videos on nursing students’ problem-solving abilities, competency in nursing skills, cooperative self-efficacy for group work, and team efficacy. The setting was the open laboratory hours during pediatric nursing clinical practice. A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. The study participants were 82 nursing students (42 in the experimental group and 40 in the control group) from G metropolitan city in South Korea. The experimental group received self-evaluation learning methods using smartphone shooting videos, which were scheduled twice per week for 10 days, while the control group was traditional pediatric nursing practice education and did not have any self-evaluation. The data were analyzed using descriptive statistics, χ²-test, ANCOVA, and an independent t-test using SPSS/WIN 22.0. There were significant increases in problem-solving abilities (t=4.49, p<.001), competency in nursing skills (t= 3.99, p<.001), cooperative self-efficacy for group work (t=3.91, p<.001), and team efficacy (t=2.25, p=.027) in the experimental group compared to the control group. Based on the findings, this study indicates that self-evaluation learning methods using smartphone shooting videos improve problem-solving abilities, competency in nursing skills, cooperative self-efficacy for group work, and team efficacy of nursing students.

이 연구의 목적은 창의적 과제해결 맥락에서 학습자에게 요구되는 시각화 능력으로서의 시각화 경향성이 문제해결능력에 미치는 영향에서 창의적 자기효능감이 매개효과가 나타나는지를 검증하는데 있다. 이를 위해 광주광역시 소재 S대학의 2～3학년 여대생 214명을 대상으로 시각화 경향성, 창의적 자기효능감, 문제해결능력 검사를 실시하여 자료를 수집하였으며 매개효과분석 결과는 다음과 같다. 첫째, 창의적 과제해결 맥락에서 시각화 경향성이 창의적 자기효능감을 매개로 문제해결에 영향을 미칠 것이라고 설정한 연구모형이 타당한 것으로 확인되었다. 둘째, 시각화 경향성은 창의적 과제해결 맥락에서 창의적 자기효능감과 문제해결능력에 직접적인 영향을, 창의적 자기효능감을 매개로 문제해결능력에 간접적인 영향을 미치는 것으로 확인되었다. 이러한 연구결과를 바탕으로 문제해결능력 신장을 위한 교육적 시사점을 논의하였다.

This study was conducted to examines the mediating effects of creativity self-efficacy for the relationship between Women's University student visualization tendency and problem solving ability. 214 data were collected from S University students' in Jeolla Province. Structural equation modeling analysis was conducted to examine this model and the casual relationships among variables. The results of the study are as follows. First, the results showed that the equation model of causal relationships among visualization tendency, creative self-efficacy and problem solving ability was valid. Second, visualization tendency positively and directly influenced problem solving ability and through mediation by creative self-efficacy had an indirect effect on problem solving ability in context of creative problem solving task. Based on these results, this study formulated several educational suggestions with elevate university students’ problem solving ability.

본 연구는 프로젝트 기반 수업을 진행하는 마이스터고의 재학생을 대상으로 문제해결력, 협력적 자기효능감, 정의적 성취의 상관관계를 알아보고 문제해결력과 정의적 성취 관계에서 협력적 자기효능감이 어떠한 매개효과를 가지는지를 검증하였다. 마이스터고 재학생 160명을 대상으로 SPSS, Process Macro Model 4를 활용하여 분석한 결과 종속변인인 정의적 성취와 독립변인인 문제해결력(문제해결자신감, 접근회피스타일), 매개변인인 협력적 자기효능감은 모두 유의미한 상관관계가 있는 것으로 확인되었다. 또한 협력적 자기효능감은 문제해결력과 정의적 성취 사이에서 완전매개하는 것으로 나타났으며 문제해결력의 하위 요인인 문제해결자신감과 접근회피스타일 역시 같은 결과로 나타났다. 분석 결과를 바탕으로 성공적인 프로젝트 기반 수업을 위해서는 협력적 자기효능감이 매우 중요한 요소로 작용한다는 점을 알 수 있었으며, 그에 따른 교수 방법론적 시사점을 제언하였다.

The purpose of this study was to investigate the correlation between problem-solving abilities, self-efficacy for group work, and affective achievements and examine the mediating effect of self-efficacy for group work in the relationship between problem-solving abilities and affective achievements targeting Meister high schools which conduct project-based learning. Analyzing 160 Meister High School students using SPSS and Process Macro Model 4, the result shows that the dependent variable, which is affective achievement, the independent variable, which is the problem-solving ability (problem-solving confidence and approach-avoidance style), and the mediating variable, which is self-efficacy for group work, show a significant correlation. In addition, self-efficacy for group work is completely mediated between problem-solving abilities and affective achievement, and sub factors of problem-solving abilities which are problem-solving confidence and approach-avoidance style are as well. Based on the results, it is found that self-efficacy for group work is a very important factor for successful project-based learning. And then, implications from the teaching methodological side are suggested.

본 연구는 유아의 사회⋅정서 문제행동 지도에 대한 팀 PBL(문제중심학습) 활동이 예비유아교사의 문제행동 지도 효능감 및 문제해결력, 협력적 자기효능감에 미치는 영향을 알아보는 데 목적이 있다. 이를 위하여 유아교육과 3학년 학생 56명을 대상으로 총 6주에 걸쳐 유아 사회⋅정서 문제행동 지도에 대한 팀 PBL 활동을 실시하고, 수업 전과 후의 문제행동 지도 효능감, 문제해결력, 협력적 자기효능감에 차이가 있는지를 살펴보았다. 연구 결과를 요약하면 첫째, 문제행동 지도 효능감의 하위 요인 중 ‘문제행동 지도 및 관리기술’, ‘개인적 효능감’과 ‘전체’ 점수에서 유의한 차이가 나타났다. 둘째, 문제해결력의 하위 요인 중 ‘문제해결 자신감’과 ‘개인 통제력’ 및 ‘전체’ 점수에서 유의한 차이를 보였다. 셋째, 협력적 자기효능감의 경우 ‘의견 교환’, ‘의견 평가’ 및 ‘전체’ 점수에서 통계적으로 유의한 차이가 있었다. 이러한 결과는 예비유아교사의 사회⋅정서 문제행동 지도 역량 향상을 위한 효과적인 교수학습법으로 팀 PBL을 교원양성과정의 다양한 교과 수업에서 널리 활용할 필요가 있음을 시사한다.

This study aims to examine the effects of team PBL (Problem-Based Learning) activities designed to guide early childhood social and emotional problem behaviors. It focuses on how these activities influence pre-service early childhood teachers’ problem behavior guidance efficacy, problem-solving ability, and collaborative self-efficacy. To this end, a team-based PBL activity on guiding young children’s social-emotional problem behaviors was conducted over six weeks with 56 third-year students majoring in early childhood education. The study examined differences in their perceived efficacy in managing problem behaviors, problem-solving ability, and collaborative self-efficacy before and after the course. The findings of the study are as follows. First, among the sub-factors of problem behavior guidance efficacy, significant differences were found in problem behavior guidance and management skills, personal efficacy, and overall scores. Second, among the sub-factors of problem-solving ability, significant differences were observed in problem-solving confidence, personal control, and overall scores. Third, in the case of collaborative self-efficacy, significant statistical differences were found in opinion exchange, opinion evaluation, and overall scores. These results suggest that team PBL is an effective teaching and learning method for enhancing pre-service early childhood teachers’ problem behavior guidance efficacy, problem-solving ability, and collaborative self-efficacy. Therefore, it should be widely utilized in various courses within teacher education programs.

본 연구는 고충실도(High-fidelity) Simulator를 이용한 시뮬레이션 기반 전문심장소생술 교육을 간호학생에게 적용한 효과를 검토하기 위해 시도되었다. 동등성 대조군 전후설계를 적용한 실험연구이며 40명의 간호대학생들이 실험군과 대조군에 각각 20명씩 무작위로 할당되었다. 시뮬레이션 기반 전문심장소생술 교육은 강의, 술기교육, 팀기반 문제중심 학습법과 시뮬레이션, 디브리핑을 포함하였다. 연구결과 실험군은 대조군보다 지식과 자기 효능감, 임상수행능력이 향상된 반면 전문심장소생술 관련 문제해결과정에는 유의한 차이를 보이지 않았다. 본 연구결과는 고충실도(High-fidelity) Simulator를 이용한 시뮬레이션기반 전문심장소생술 교육이 지식, 자기 효능감, 임상상황의 수행능력 향상에 도움이 되는 효과적인 교육방법임을 확인해주고 있다. 그러나 앞으로 간호학생들의 문제해결 과정을 향상시키기 위한 시뮬레이션기반 전문심장소생술 교육 프로그램 개발과 연구가 더욱 필요하다.

This study was conducted to examine the effects of simulation-based education regarding care in a advanced cardiovascular life support emergency care using high-fidelity simulator in nursing students. Forty nursing students were randomly assigned to 20 nursing students for the experimental group and 20 nursing students for the control group. The simulation-based advanced cardiovascular life support emergency care education included lecture, skill training, problem-solving learning, team-based simulation practice, and debriefing. The results showed that a simulation-based education using high-fidelity simulator is an effective teaching method to improve knowledge, self-efficacy, clinical performance ability in nursing students learning advanced cardiovascular life support emergency care. However, a simulation-based advanced cardiovascular life support emergency care education program and research to promote the problem solving process needs to be more developed.

본 연구는 예비유아교사를 위한 창의성교육 프로그램이 예비유아교사의 문제해결능력과 자기효능감 증진에 단기종단적으로 효과가 있는지를 알아보기 위한 것이다. 1차년도에는 예비유아교사를 위한 창의성 프로그램에 참여했던 실험집단 예비유아교사 50명과 통제집단 예비유아교사 51명을 대상으로 사전, 사후 문제해결능력과 자기효능감을 측정하였다. 2차년도에는 1차년도 연구에 참여했던 실험집단 예비유아교사 36명과 통제집단 예비유아교사 31명, 총 67명을 대상으로 문제해결능력과 자기효능감을 측정하였다. 자료분석을 위해 평균, 표준편차, 이원변량반복측정분석을 적용하였다. 첫째, 집단별 측정시기에 따라 예비유아교사의 문제해결능력에 차이가 있는 것으로 나타났다. 둘째, 집단별 측정시기에 따라 예비유아교사의 자기효능감에 차이가 있는 것으로 나타났다. 이러한 결과는 예비유아교사를 위한 창의성 프로그램이 예비유아교사의 문제해결능력 및 자기효능감 증진에 지속적인 영향을 미친다는 것을 의미한다.

The aim of this study was to examine the short-term longitudinal effect of creativity-fostering programs for pre-early childhood teachers on their problem solving ability and self-efficacy. The participants of this study were 67 pre-early childhood teachers (36 from the experimental group and 31 from the control group) in Seoul, Kyunggi-do, and Chungcheong-do, Korea. Pre-early childhood teachers' problem solving ability and self-efficacy was measured three times. Data were analyzed with a $2{\times}3$ ($group{\times}test$) two-way analysis of variance for repeated measures. The change in problem solving and self-efficacy appeared to be dependent on the group and test. Further statistical analysis of the data indicated that the participation of creativity-fostering programs for pre-early childhood teachers was longitudinally effective on their problem solving ability and self-efficacy.

본 연구는 비이공계열 대학 신입생을 대상으로 진행된 해커톤 프로그램의 성과를 규명하고자 수행되었다. 해커톤 프로그램 참여 학생들은 팀을 이루어 사회문제 해결을 위한 아이디어를 도출하고 앱인벤터로 산출물을 만들어내는 활동을 1박2일에 걸쳐 수행하였다. 해커톤 프로그램에 대한 효과성을검증하고자 해커톤 프로그램 참여 전후에 문제해결역량과 자기효능감을 측정하였다. 학생의 도전 동기성향에 따라 도전지향, 안전지향, 지향없음 세 집단으로 분류하였고, 도전 동기성향 집단에 따라 프로그램 효과에 차이가 있는지 분석하였다. 자료 분석에는 비이공계열 신입생으로 해커톤 프로그램에 참여한총 575명의 자료를 활용하였다. 첫째, 대응표본 t-test를 활용하여 사전-사후 문제해결역량에 대한 차이를검증한 결과, 해커톤 프로그램 참여 후 학습자의 문제해결역량이 사전 점수에 비해 유의하게 향상되었다. 둘째, 사전-사후 문제해결역량의 변화 양상이 도전 동기성향 집단에 따라 다른지 반복측정분산분석으로분석한 결과, 세 집단과 시점 간에 상호작용 효과가 유의하여 도전 동기성향 집단에 따라 문제해결역량변화 양상에 유의한 차이를 보였다. 셋째, 사전-사후 자기효능감 차이 분석에서는 해커톤 프로그램을통해 자기효능감이 유의하게 향상되었으며, 넷째, 동기지향에 따른 세 집단 간에 사전-사후 자기효능감변화가 다르게 나타났다. 특히 세 집단 중 안전지향 집단에서 문제해결역량과 자기효능감 향상이 가장큰 폭으로 나타났다. 연구결과를 토대로 해커톤 프로그램의 교육적 효과성과 시사점을 논의하였다.

This study was conducted to examine the effectiveness of the so-called “hackathon” program for first year students in the arts and humanities. The students in the hackathon program worked to derive ideas for solving the proposed problems, and to create outcomes with “App Inventor” over a two day period. To validate the effectiveness of the hackathon program, problem-solving competency and self-efficacy were measured before and after their participation. The motivational disposition of the students was measured and classified into three groups: challenge-oriented, safety-oriented, and neutral. After this, we analyzed whether there was a measurable difference among the students thanks to this program. A total of 575 data were used for data analysis. First, as a result of testing the difference in the pre and post problem-solving capabilities using the paired sample t-test, problem-solving competency was significantly improved. Second, the results showed that there was a significant difference between the three groups in the degree of changes in their problem-solving competency. Third, as a result of testing the difference in pre and post self-efficacy, the self-efficacy score was significantly improved through participating in the hackathon program, and fourthly, there was a significant difference between the three motivational orientation groups in their changes to self-efficacy. Of the students in the three groups, those who had safety-oriented motivation showed the greatest improvement in problem-solving competency and self-efficacy. Based on these findings, some implications and suggestions were discussed.

본 연구에서는 피부미용 전공 학생들을 위한 TBL 수업을 개발하고, 그 효과성을 검증하기 위하여 G대학교 전공 교과목에 적용한 결과를 분석하였다. TBL은 학습내용에 대한 선행학습과 그로 인해 절약된 강의시간을, 학습한 내용을 적용하는 연습활동에 투입하는 것을 중요시한다. 이에 개발연구방법론으로 ADDIE 모형과 TBL 모형을 적용하여 기존의 강의식으로 진행했던‘피부미용’교과목을 TBL 수업으로 재설계하였으며, 주차별 선행학습자료, 사전학습확인용 퀴즈, 팀활동 계획안을 개발하였다. 그리고 43명의 학생을 대상으로 한 실험연구를 통하여 TBL 수업의 효과를 다음과 같이 분석하였다. 첫째, 전공개념 획득 및 적용을 평가한 학업성취도에서 TBL 수업에 참여한 학생들이 비교집단인 강의식수업에 참여한 학생들보다 높은 성취도를 나타났다. 둘째, TBL 수업 참여 학생들을 대상으로 실시한 문제해결능력과 협력적 자기효능감에 사전-사후 검사결과에서 유의미한 차이가 없었다. 셋째, TBL 수업에대한 전반적인 만족도는 4.0으로 높은 수준을 보였다. 이러한 연구 결과에 대한 논의를 기술하고, 향후TBL 수업 개선 및 연구를 위한 3가지 제언을 제시하였다.

The purpose of this study was to develop Team Based Learning (TBL) course for students majoring skin care and analyze the effectiveness as well as derive improvement plans. TBL focuses on putting pre-class learning about learning content and the time saved by it into practice activities that apply what is learned. The ADDIE model and the TBL model were applied as the developmental research methodology, and the 'skin care' subject, which was previously taught by lecture base, was redesigned as a TBL class. In addition, the study developed weekly based pre-class learning materials, quiz items for checking pre-class learning, and the team activities’plan. Then, an experimental study was conducted with 43 university students and the effects of TBL instruction were analyzed as follows. First, students who participated in the TBL class showed higher achievement than those who participated in the lecture class, which is a comparative group, especially in the academic achievement that evaluated the acquisition and application of the major concept. Second, there was no significant difference in pretest and posttest results on problem solving ability and cooperative self-efficacy for TBL students. Third, overall satisfaction with TBL class was 4.0, which is high. The discussion of these findings was described, and three suggestions for improving and researching TBL classes were presented.