Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.361
Yaqiong Yu, HoonSik Yoo
Objectives The purpose of this study is to investigate the learning effects of the two methods of learning Korean writing by Chinese advanced-level learners of Korean writing using general Korean writing and generative AI ChatGPT. Methods This study was conducted on 20 Chinese advanced-level learners of Korean and was divided into three stages: planning, writing, and evaluating Korean writing activities using general Korean writing and generative AI ChatGPT. To investigate the learning effects of writing, we examined the writing learning effect after the writing activities and analyzed the differences using the Mann-Whitney U test. For Korean writing using ChatGPT, the learning differences in each stage of planning, writing, and evaluation were analyzed using the Kruskal-Wallis test and Mann-Whitney U test. Results The results of analyzing the learning effects of the two Korean writing methods and the three stages of Korean writing using the ChatGPT did not show any statistically significant differences. However, the interviews showed that most of the learners positively evaluated the learning content, learning flow, self-anxiety, learning efficacy, and learning satisfaction with Korean writing using ChatGPT, and expressed high intentions to use ChatGPT to learn Korean writing in the future. In addition, although the learners responded positively to using ChatGPT in the planning and writing stages, it seemed that it could not replace the teacher’s role because it aimed for more specific points and corrections in the evaluation stage. Conclusions This study suggests that learners can learn to write most effectively by actively utilizing AI ChatGPT in the planning and writing stages of writing and receiving guidance from a teacher in the evaluation stage.
{"title":"The learning effects of Korean writing through generative AI ChatGPT for Chinese learners","authors":"Yaqiong Yu, HoonSik Yoo","doi":"10.22251/jlcci.2024.24.9.361","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.361","url":null,"abstract":"Objectives The purpose of this study is to investigate the learning effects of the two methods of learning Korean writing by Chinese advanced-level learners of Korean writing using general Korean writing and generative AI ChatGPT. \u0000Methods This study was conducted on 20 Chinese advanced-level learners of Korean and was divided into three stages: planning, writing, and evaluating Korean writing activities using general Korean writing and generative AI ChatGPT. To investigate the learning effects of writing, we examined the writing learning effect after the writing activities and analyzed the differences using the Mann-Whitney U test. For Korean writing using ChatGPT, the learning differences in each stage of planning, writing, and evaluation were analyzed using the Kruskal-Wallis test and Mann-Whitney U test. \u0000Results The results of analyzing the learning effects of the two Korean writing methods and the three stages of Korean writing using the ChatGPT did not show any statistically significant differences. However, the interviews showed that most of the learners positively evaluated the learning content, learning flow, self-anxiety, learning efficacy, and learning satisfaction with Korean writing using ChatGPT, and expressed high intentions to use ChatGPT to learn Korean writing in the future. In addition, although the learners responded positively to using ChatGPT in the planning and writing stages, it seemed that it could not replace the teacher’s role because it aimed for more specific points and corrections in the evaluation stage. \u0000Conclusions This study suggests that learners can learn to write most effectively by actively utilizing AI ChatGPT in the planning and writing stages of writing and receiving guidance from a teacher in the evaluation stage.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.407
Yong Hee Kang, Jinsuk Seo
Objectives This study aims to design and implement a Korean language course applying the Selection, Optimization, and Compensation (SOC) theory for Japanese elderly learners, and to explore the effectiveness of this instructional approach. Methods For this purpose, Korean language classes were designed and conducted, based on a 5-session course, targeting five elderly learners residing in Tokyo, Japan. To assess the outcomes of class operation, learner inter-views were conducted and qualitatively analyzed. Results Analysis results showed several key findings. Firstly, allowing learners to choose topics they are genuinely interested in led to higher satisfaction levels among learners. Secondly, adjusting the level and scope of learning activities to match the learners' proficiency level during class design and operation resulted in increased sat-isfaction with the learning process. Thirdly, using familiar and comfortable tools to assist learners' memory and fa-cilitate information retrieval also contributed to higher satisfaction with the learning process. Fourthly, learners ex-pressed satisfaction with Korean language classes applying the theory of Selection-Optimization-Compensation (SOC), noting minimal physical exertion and the possibility of review. Lastly, by completing learning activities, learners not only experienced psychological satisfaction but also a sense of achievement in learning. Conclusions It was confirmed that Korean language classes applying the theory of Selection-Optimization- Compensation(SOC) improved the learning autonomy, interest, and satisfaction of elderly learners.This study contributes by addressing Korean language learning for elderly learners aged 70 and above, a topic not extensively explored in Korean language education research. Furthermore, it provides foundational data for designing and op-erating Korean language classes for elderly learners based on SOC theory.
{"title":"A Case Study on the Design and Operation of Korean Language Classes Based on SOC Theory: For Japanese elderly learners","authors":"Yong Hee Kang, Jinsuk Seo","doi":"10.22251/jlcci.2024.24.9.407","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.407","url":null,"abstract":"Objectives This study aims to design and implement a Korean language course applying the Selection, Optimization, and Compensation (SOC) theory for Japanese elderly learners, and to explore the effectiveness of this instructional approach. \u0000Methods For this purpose, Korean language classes were designed and conducted, based on a 5-session course, targeting five elderly learners residing in Tokyo, Japan. To assess the outcomes of class operation, learner inter-views were conducted and qualitatively analyzed. \u0000Results Analysis results showed several key findings. Firstly, allowing learners to choose topics they are genuinely interested in led to higher satisfaction levels among learners. Secondly, adjusting the level and scope of learning activities to match the learners' proficiency level during class design and operation resulted in increased sat-isfaction with the learning process. Thirdly, using familiar and comfortable tools to assist learners' memory and fa-cilitate information retrieval also contributed to higher satisfaction with the learning process. Fourthly, learners ex-pressed satisfaction with Korean language classes applying the theory of Selection-Optimization-Compensation (SOC), noting minimal physical exertion and the possibility of review. Lastly, by completing learning activities, learners not only experienced psychological satisfaction but also a sense of achievement in learning. \u0000Conclusions It was confirmed that Korean language classes applying the theory of Selection-Optimization- Compensation(SOC) improved the learning autonomy, interest, and satisfaction of elderly learners.This study contributes by addressing Korean language learning for elderly learners aged 70 and above, a topic not extensively explored in Korean language education research. Furthermore, it provides foundational data for designing and op-erating Korean language classes for elderly learners based on SOC theory.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.101
Mi Jung Kim, Eun Ha Na
Objectives This study aimed to lay the groundwork for enhancing the ethical decision-making confidence of nurs-ing students by identifying factors influencing this competence. Methods The study participants were 180 second-year nursing students from two universities in J Province. They were surveryed from January 5 to 15, 2024 using questionnaire. The data were analyzed using descriptive sta-tistics in the SPSS/23.0 program, in addition to an Indepent t-test, Pearson correlation coefficients, and stepwise multiple regression. Results The results are as follows. First, nursing students’ ethical decision-making confidence had a significant positive correlation with ethical values (r=.597, p<.001), ethical sensitivity (r=.589, p<.001), and nursing pro-fessionalism (r=.528, p<.001). Second, the factors influencing participants’ ethical decision-making confidence were ethical values (β=.332, p<.001), ethical sensitivity (β=.220, p=.009), nursing professionalism (β=.215, p=.003), and awareness of the Korean Nurses Code of Ethics (known) (β=.177, p=.040), in that order. These varia-bles explained 45.1% of nursing students’ ethical decision-making confidence. Conclusions This study is meaningful as it identified factors that affect the ethical decision-making confidence of lower-grade nursing students. To improve lower-grade nursing students’ confidence in ethical decision-mak-ing, it is necessary to impart appropriate ethical values, improve ethical sensitivity and nursing professional in-tuition, and develop curriculum and programs for accurate recognition of the Korean Nurses Code of Ethics, tail-ored to the level of the target audience. Various learning methods that take these factors into account will be needed.
{"title":"Impact of Ethical Values, Ethical Sensitivity, and Nursing Professionalism on Ethical Decision-Making Confidence of Nursing Students","authors":"Mi Jung Kim, Eun Ha Na","doi":"10.22251/jlcci.2024.24.9.101","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.101","url":null,"abstract":"Objectives This study aimed to lay the groundwork for enhancing the ethical decision-making confidence of nurs-ing students by identifying factors influencing this competence. \u0000Methods The study participants were 180 second-year nursing students from two universities in J Province. They were surveryed from January 5 to 15, 2024 using questionnaire. The data were analyzed using descriptive sta-tistics in the SPSS/23.0 program, in addition to an Indepent t-test, Pearson correlation coefficients, and stepwise multiple regression. \u0000Results The results are as follows. First, nursing students’ ethical decision-making confidence had a significant positive correlation with ethical values (r=.597, p<.001), ethical sensitivity (r=.589, p<.001), and nursing pro-fessionalism (r=.528, p<.001). Second, the factors influencing participants’ ethical decision-making confidence were ethical values (β=.332, p<.001), ethical sensitivity (β=.220, p=.009), nursing professionalism (β=.215, p=.003), and awareness of the Korean Nurses Code of Ethics (known) (β=.177, p=.040), in that order. These varia-bles explained 45.1% of nursing students’ ethical decision-making confidence. \u0000Conclusions This study is meaningful as it identified factors that affect the ethical decision-making confidence of lower-grade nursing students. To improve lower-grade nursing students’ confidence in ethical decision-mak-ing, it is necessary to impart appropriate ethical values, improve ethical sensitivity and nursing professional in-tuition, and develop curriculum and programs for accurate recognition of the Korean Nurses Code of Ethics, tail-ored to the level of the target audience. Various learning methods that take these factors into account will be needed.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.523
Ji Hyun Bae, Chae-Chun Gim
Objectives This study aims to illustrate that learning occurs at the learner's unconscious rather than conscious level by exploring Deleuze's theory of ontology/subjectivity. Methods Leibniz's monadology and ontology were utilized to study crucial components of Deleuze's ontology and subjectivity. The nature of the learning-subject in Deleuze's theory of learning was also investigated in light of these entity and subject theories. Results This study shed light on the ‘learning-subject as an unconscious expressive subject’ idea given by Deleuze's ontology/subjectivity theory. The unconscious learning-subject can be drawn from Leibniz's notion of ‘diverging monads’ and Deleuze's theory of ‘intense body’, which is presupposed in operating in ‘a zone of embry-onic-larval expression below awareness or before individuation’. Conclusions Learning happens at the level of unconsciousness, which is the level below awareness, in accordance with Deleuze's learning-subject theory.
{"title":"A study on unconscious learning: Focusing on Deleuze's concept of learning-subject","authors":"Ji Hyun Bae, Chae-Chun Gim","doi":"10.22251/jlcci.2024.24.9.523","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.523","url":null,"abstract":"Objectives This study aims to illustrate that learning occurs at the learner's unconscious rather than conscious level by exploring Deleuze's theory of ontology/subjectivity. \u0000Methods Leibniz's monadology and ontology were utilized to study crucial components of Deleuze's ontology and subjectivity. The nature of the learning-subject in Deleuze's theory of learning was also investigated in light of these entity and subject theories. \u0000Results This study shed light on the ‘learning-subject as an unconscious expressive subject’ idea given by Deleuze's ontology/subjectivity theory. The unconscious learning-subject can be drawn from Leibniz's notion of ‘diverging monads’ and Deleuze's theory of ‘intense body’, which is presupposed in operating in ‘a zone of embry-onic-larval expression below awareness or before individuation’. \u0000Conclusions Learning happens at the level of unconsciousness, which is the level below awareness, in accordance with Deleuze's learning-subject theory.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.321
Hyejeong Park, Seunghee Kye
Objectives This study is to evaluate the quality of breakfast and compare the nutritional intake by breakfast type of Korean adolescents. Methods This study analyzed data from 3,779 adolescents aged 12 to 18 who participated in the National Health and Nutrition Survey conducted from 2016 to 2019. Breakfast was classified as ‘rice’, ‘bread’, ‘noodles’, ‘cereal’, and ‘others’ based on the main food consumed. Differences in general characteristics by breakfast type were ana-lyzed, and nutrient intake and nutrient intake ratio relative to daily nutrient intake standards were used for the analysis. Additionally, the study derived the contribution rate and nutrient density of daily nutrient intake from breakfast. Results Regarding the type of breakfast consumed by adolescents, rice ranked first at about 45%, followed by bread, cereal, and noodles. The breakfast skipping rate was higher among female adolescents at 43.03% com-pared to males at 35.57%. Rice and bread tended to account for most of the energy and protein intake, and cereals accounted for the highest daily intake of vitamins and minerals. The contribution rate of breakfast to daily energy intake was about 23-24% for rice and noodles, about 18% for bread, and about 14% for cereal. Conclusions The results of this study suggest that rice is an excellent breakfast diet for Korean adolescents. However, the high rate of breakfast skipping among adolescents suggests the need for efficient and continuous nutritional education about regular breakfast.
{"title":"Evaluation of nutrient intake and breakfast quality according to breakfast type among Korean adolescents: Analysis of the Korea National Health and Nutrition Survey data (2016 2019)","authors":"Hyejeong Park, Seunghee Kye","doi":"10.22251/jlcci.2024.24.9.321","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.321","url":null,"abstract":"Objectives This study is to evaluate the quality of breakfast and compare the nutritional intake by breakfast type of Korean adolescents. \u0000Methods This study analyzed data from 3,779 adolescents aged 12 to 18 who participated in the National Health and Nutrition Survey conducted from 2016 to 2019. Breakfast was classified as ‘rice’, ‘bread’, ‘noodles’, ‘cereal’, and ‘others’ based on the main food consumed. Differences in general characteristics by breakfast type were ana-lyzed, and nutrient intake and nutrient intake ratio relative to daily nutrient intake standards were used for the analysis. Additionally, the study derived the contribution rate and nutrient density of daily nutrient intake from breakfast. \u0000Results Regarding the type of breakfast consumed by adolescents, rice ranked first at about 45%, followed by bread, cereal, and noodles. The breakfast skipping rate was higher among female adolescents at 43.03% com-pared to males at 35.57%. Rice and bread tended to account for most of the energy and protein intake, and cereals accounted for the highest daily intake of vitamins and minerals. The contribution rate of breakfast to daily energy intake was about 23-24% for rice and noodles, about 18% for bread, and about 14% for cereal. \u0000Conclusions The results of this study suggest that rice is an excellent breakfast diet for Korean adolescents. However, the high rate of breakfast skipping among adolescents suggests the need for efficient and continuous nutritional education about regular breakfast.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140972650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.759
Dae won Lee
Objectives The purpose of this study was to examine the indirect effects of creative self-efficacy on creative ach-ievement through emotion regulation strategies in dance majors, and to examine whether the effectiveness of emotion regulation strategies in mediating the relationship between creative self-efficacy and creative achieve-ment varies by dance experience level. Methods A total of 434 dance majors (46 males, 388 females, mean dance experience level: 7.35±3.79 years) re-sponded to questionnaires measuring creative self-efficacy, emotion regulation strategies, and creative achieve-ment, and the data were processed through mediation analysis and controlled mediation analysis using PROCESS version 4.0 for SPSS (Hayes, 2018). Results Creative self-efficacy positively influenced creative achievement directly as well as through emotion reg-ulation strategies. Furthermore, the effect of emotion regulation strategies on mediating the positive relationship between creative self-efficacy and creative achievement was stronger when the level of creative self-efficacy was high but the level of dance experience was low. We also found that the emotion regulation strategies that me-diate the positive relationship between creative self-efficacy and creative achievement are stronger when crea-tive self-efficacy is high but dance experience is low, and that the effect of creative self-efficacy on creative ach-ievement is stronger when college students with low creative self-efficacy have high dance experience. Conclusions The results suggest that it is important for college students majoring in dance to develop the ability to effectively manage their emotional experiences in order to be confident in their ability to effectively generate and perform creative ideas in order to solve problems and achieve goals during creative activities.
{"title":"The Relationships between Creative Self-Efficacy, Emotion Regulation, and Creative Achievement: Conditional Indirect Effects of Dance Experience","authors":"Dae won Lee","doi":"10.22251/jlcci.2024.24.9.759","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.759","url":null,"abstract":"Objectives The purpose of this study was to examine the indirect effects of creative self-efficacy on creative ach-ievement through emotion regulation strategies in dance majors, and to examine whether the effectiveness of emotion regulation strategies in mediating the relationship between creative self-efficacy and creative achieve-ment varies by dance experience level. \u0000Methods A total of 434 dance majors (46 males, 388 females, mean dance experience level: 7.35±3.79 years) re-sponded to questionnaires measuring creative self-efficacy, emotion regulation strategies, and creative achieve-ment, and the data were processed through mediation analysis and controlled mediation analysis using PROCESS version 4.0 for SPSS (Hayes, 2018). \u0000Results Creative self-efficacy positively influenced creative achievement directly as well as through emotion reg-ulation strategies. Furthermore, the effect of emotion regulation strategies on mediating the positive relationship between creative self-efficacy and creative achievement was stronger when the level of creative self-efficacy was high but the level of dance experience was low. We also found that the emotion regulation strategies that me-diate the positive relationship between creative self-efficacy and creative achievement are stronger when crea-tive self-efficacy is high but dance experience is low, and that the effect of creative self-efficacy on creative ach-ievement is stronger when college students with low creative self-efficacy have high dance experience. \u0000Conclusions The results suggest that it is important for college students majoring in dance to develop the ability to effectively manage their emotional experiences in order to be confident in their ability to effectively generate and perform creative ideas in order to solve problems and achieve goals during creative activities.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140972999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.22251/jlcci.2024.24.1.283
Hye-Jeung Lee
Objectives The purposes of this study is to analyze the view of pre-service teachers’ about teacher’s role in the AI era. Methods For this, reflective writing was used for 101 pre-service teachers who were enrolled university located in D metropolitan. Results Pre-service teachers predicated that AI’s influence on school education would increase in the future society. As a result, they concerned about excessive dependence on AI, fairness in evaluation and individualism while there were positive aspect of individualized education for learners, reducing teachers’ work and reducing the academic gap between students. Pre-service teachers recognized that teachers were who guide students to the human life by understanding and empathizing for them with a sense of duty in education and that AI could never replace them. They thought that teachers in future society should play the role of class planners, AI administrators, sympathetic leaders, guides to community life, and persons who develop critical thinking skills of students. Conclusions Frist, Pre-service teachers positively recognize the need for school change due to social change and show their’s subjective appearance as subjects for school change. Second, focusing on the ambivalence of AI in-fluence on education, they define the role of teacher in terms of ethics aspect, focusing on humanity. Third, it can be seen that pre-service teachers have a self-reflection aspect, in that they define the identity of teachers through understanding and empathy of the relationship between teachers and students. Forth, Pre-service teachers suggest what the educational direction schools should be by defining the desirable human life is com-munity life.
目的 本研究旨在分析职前教师对人工智能时代教师角色的看法。方法 对 101 名就读于 D 市大学的职前教师进行反思性写作。结果 职前教师认为，在未来社会中，人工智能对学校教育的影响会越来越大。因此，他们担心过度依赖人工智能、评价的公平性和个人主义，而对学习者的个性化教育、减少教师的工作量和缩小学生之间的学业差距则有积极的一面。职前教师认识到，教师是引导学生走向人的生活的人，他们理解和同情学生，具有教育的责任感，人工智能永远无法取代教师。他们认为，在未来社会中，教师应扮演班级规划者、人工智能管理者、富有同情心的领导者、社区生活的引导者以及培养学生批判性思维能力的角色。结论 首先，职前教师积极认识到社会变革对学校变革的必要性，并表现出作为学校变革主体的主观面貌。其次，针对人工智能对教育影响的矛盾性，他们从伦理角度定义了教师的角色，关注人性。第三，可以看出职前教师有自我反思的一面，他们通过对师生关系的理解和共鸣来界定教师的身份。第四，职前教师通过定义理想的人类生活即社区生活，提出了学校的教育方向。
{"title":"Exploring the Perception of Pre-service Teachers on the Role of Teachers in the AI Era","authors":"Hye-Jeung Lee","doi":"10.22251/jlcci.2024.24.1.283","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.1.283","url":null,"abstract":"Objectives The purposes of this study is to analyze the view of pre-service teachers’ about teacher’s role in the AI era. \u0000Methods For this, reflective writing was used for 101 pre-service teachers who were enrolled university located in D metropolitan. \u0000Results Pre-service teachers predicated that AI’s influence on school education would increase in the future society. As a result, they concerned about excessive dependence on AI, fairness in evaluation and individualism while there were positive aspect of individualized education for learners, reducing teachers’ work and reducing the academic gap between students. Pre-service teachers recognized that teachers were who guide students to the human life by understanding and empathizing for them with a sense of duty in education and that AI could never replace them. They thought that teachers in future society should play the role of class planners, AI administrators, sympathetic leaders, guides to community life, and persons who develop critical thinking skills of students. \u0000Conclusions Frist, Pre-service teachers positively recognize the need for school change due to social change and show their’s subjective appearance as subjects for school change. Second, focusing on the ambivalence of AI in-fluence on education, they define the role of teacher in terms of ethics aspect, focusing on humanity. Third, it can be seen that pre-service teachers have a self-reflection aspect, in that they define the identity of teachers through understanding and empathy of the relationship between teachers and students. Forth, Pre-service teachers suggest what the educational direction schools should be by defining the desirable human life is com-munity life.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139622460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.22251/jlcci.2024.24.1.671
Ji Seon Hwang, Ji Kyung Lee
Objectives This study aims to understand the overall flow of past research by analyzing trends in music therapy intervention research related to Post-Traumatic Stress Disorder (PTSD) in South Korea and to present data that will serve as a direction and basis for follow-up research. Methods Initially, it was found 176 studies published between January 2000 and December 2022. A total of 19 papers were finally selected after 8 rounds of literature purification process. This was sequentially classified into research information, characteristics of study participants, and music therapy intervention-related information. Results Among the final 19 studies, 8 were quantitative studies and 9 were qualitative studies. The number of papers published every five years was the highest from 2005 to 2009 and from 2015 to 2019, with 6 papers each. As for the number of research participants, 10 studies (52.63%) had less than 10 participants, and 3 papers (15.79%) had more than 50 participants. 119(28.81%) participants were aged between teens and 40s. The most common type of trauma experienced by participants was ‘repetitive trauma’, with 17 people (89.48%). Regarding music therapy intervention, the independent variable was ‘expressive music activity’, which was the most com-mon with 9 studies(47.37%), and the dependent variable was ‘composite’ variable with two or more areas estab-lished, which was the highest with 8 studies(42.11%). The type of intervention was ‘group’ in 10 cases (52.63%), and the number of sessions was 10 to 19 sessions, 8 cases (42.11%). The intervention time was 40 to 50 minutes in 4 cases (21.05%). Lastly, the location of music therapy intervention was often carried out in a ‘music practice room or music therapy room’. Except for four papers, treatment interventions were performed by professional music therapists. Conclusions This study provided a comprehensive perspective on the characteristics of music therapy for pa-tients with post-traumatic stress disorder (PTSD).
{"title":"Music Therapy Intervention Research Trend Analysis Associated with Post Traumatic Stress Disorder (PTSD): Focusing on Domestic Academic Journals and Theses from 2000 to 2022","authors":"Ji Seon Hwang, Ji Kyung Lee","doi":"10.22251/jlcci.2024.24.1.671","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.1.671","url":null,"abstract":"Objectives This study aims to understand the overall flow of past research by analyzing trends in music therapy intervention research related to Post-Traumatic Stress Disorder (PTSD) in South Korea and to present data that will serve as a direction and basis for follow-up research. \u0000Methods Initially, it was found 176 studies published between January 2000 and December 2022. A total of 19 papers were finally selected after 8 rounds of literature purification process. This was sequentially classified into research information, characteristics of study participants, and music therapy intervention-related information. \u0000Results Among the final 19 studies, 8 were quantitative studies and 9 were qualitative studies. The number of papers published every five years was the highest from 2005 to 2009 and from 2015 to 2019, with 6 papers each. As for the number of research participants, 10 studies (52.63%) had less than 10 participants, and 3 papers (15.79%) had more than 50 participants. 119(28.81%) participants were aged between teens and 40s. The most common type of trauma experienced by participants was ‘repetitive trauma’, with 17 people (89.48%). Regarding music therapy intervention, the independent variable was ‘expressive music activity’, which was the most com-mon with 9 studies(47.37%), and the dependent variable was ‘composite’ variable with two or more areas estab-lished, which was the highest with 8 studies(42.11%). The type of intervention was ‘group’ in 10 cases (52.63%), and the number of sessions was 10 to 19 sessions, 8 cases (42.11%). The intervention time was 40 to 50 minutes in 4 cases (21.05%). Lastly, the location of music therapy intervention was often carried out in a ‘music practice room or music therapy room’. Except for four papers, treatment interventions were performed by professional music therapists. \u0000Conclusions This study provided a comprehensive perspective on the characteristics of music therapy for pa-tients with post-traumatic stress disorder (PTSD).","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139623054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.22251/jlcci.2024.24.1.337
YiJin Yang, HeeJu Maeng
Objectives This study examined the appropriateness of using an intelligence test paper for a simple intelligence test of gifted elementary school students through a correlation analysis between Wechsler intelligence scale for children(K-WISC-Ⅴ) and korean kaufman brief intelligence test(KBIT2). Methods For the study, an intelligence test was conducted on 36 elementary school students in Gyeonggi Province who applied to participate in an intelligence test using the K-WISC-Ⅴ and the KBIT2 for two months from January to February 2021. Statistical analysis was performed on the collected data using Pearson's simple correlation analysis method using the SPSS statistical program. Results First, there was a statistically significant correlation (r=0.823) between the total intelligence quotient of K-WISC-Ⅴ and KBIT2. As a result of the correlation analysis of intelligence quotient by indicator, KBIT2 verbal ability was found to have a statistically significant correlation in the order of language comprehension, working memory, fluid reasoning, and space-time of K-WISC-Ⅴ, and no correlation was found with language ability be-cause processing speed had different characteristics. As a result of the correlation analysis of intelligence quo-tient by indicator, KBIT2 verbal ability was found to have a statistically significant correlation in the order of lan-guage comprehension, working memory, fluid reasoning, and space-time of K-WISC-Ⅴ, and it was not found no correlation with language ability because processing speed had different characteristics. Conclusions Therefore, it was confirmed that KBIT2 can be used as a simple intelligence test tool instead of K-WISC-Ⅴ, which is generally used to check the intellectual level of gifted students in elementary school.
{"title":"Analysis of the Correlation between the K-WISC-Ⅴ and the KBIT2 for a Simple Intelligence Test for Gifted Students in Elementary School","authors":"YiJin Yang, HeeJu Maeng","doi":"10.22251/jlcci.2024.24.1.337","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.1.337","url":null,"abstract":"Objectives This study examined the appropriateness of using an intelligence test paper for a simple intelligence test of gifted elementary school students through a correlation analysis between Wechsler intelligence scale for children(K-WISC-Ⅴ) and korean kaufman brief intelligence test(KBIT2). \u0000Methods For the study, an intelligence test was conducted on 36 elementary school students in Gyeonggi Province who applied to participate in an intelligence test using the K-WISC-Ⅴ and the KBIT2 for two months from January to February 2021. Statistical analysis was performed on the collected data using Pearson's simple correlation analysis method using the SPSS statistical program. \u0000Results First, there was a statistically significant correlation (r=0.823) between the total intelligence quotient of K-WISC-Ⅴ and KBIT2. As a result of the correlation analysis of intelligence quotient by indicator, KBIT2 verbal ability was found to have a statistically significant correlation in the order of language comprehension, working memory, fluid reasoning, and space-time of K-WISC-Ⅴ, and no correlation was found with language ability be-cause processing speed had different characteristics. As a result of the correlation analysis of intelligence quo-tient by indicator, KBIT2 verbal ability was found to have a statistically significant correlation in the order of lan-guage comprehension, working memory, fluid reasoning, and space-time of K-WISC-Ⅴ, and it was not found no correlation with language ability because processing speed had different characteristics. \u0000Conclusions Therefore, it was confirmed that KBIT2 can be used as a simple intelligence test tool instead of K-WISC-Ⅴ, which is generally used to check the intellectual level of gifted students in elementary school.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.22251/jlcci.2024.24.1.593
Jae Hoon Yang, Bo ram Cho
Objectives The purpose of this study is to analyze learners’ actual conditions and perceptions regarding education using the metaverse. Based on this, we would like to suggest implications for class design and operation for edu-cation using the metaverse. Methods This study collected survey data online from June 26 to June 30, 2023, targeting learners taking meta-verse courses at K University. SPSS was used for data analysis, and descriptive statistics and cross-analysis were conducted. Results First, 90% of the study subjects had heard of the metaverse term, and the most common use was ‘games.’ Second, the metaverse was mainly used in class for ‘theory lectures’. Third, 84% of the research subjects re-sponded that education using the metaverse was effective in increasing learners' interest in learning. Fourth, 63% of the study subjects responded that they would like to take a class on metaverse utilization in the future. Fifth, 57% of the research subjects said that classes using the metaverse should be expanded in the future. Sixth, the good things about classes using the metaverse were ‘participation in classes using avatars’ and ‘experience of new things.’ Seventh, the most difficult aspects of classes using the Metaverse were ‘difficult to concentrate in class’ and ‘unfamiliar virtual world’. Conclusions This study is significant in that it examined learners' actual conditions and perceptions of K University's metaverse-based education and made efforts to design and operate classes.
{"title":"Learner Status and Perception of Education using Metaverse(moim): Focusing on the Case of K University","authors":"Jae Hoon Yang, Bo ram Cho","doi":"10.22251/jlcci.2024.24.1.593","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.1.593","url":null,"abstract":"Objectives The purpose of this study is to analyze learners’ actual conditions and perceptions regarding education using the metaverse. Based on this, we would like to suggest implications for class design and operation for edu-cation using the metaverse. \u0000Methods This study collected survey data online from June 26 to June 30, 2023, targeting learners taking meta-verse courses at K University. SPSS was used for data analysis, and descriptive statistics and cross-analysis were conducted. \u0000Results First, 90% of the study subjects had heard of the metaverse term, and the most common use was ‘games.’ Second, the metaverse was mainly used in class for ‘theory lectures’. Third, 84% of the research subjects re-sponded that education using the metaverse was effective in increasing learners' interest in learning. Fourth, 63% of the study subjects responded that they would like to take a class on metaverse utilization in the future. Fifth, 57% of the research subjects said that classes using the metaverse should be expanded in the future. Sixth, the good things about classes using the metaverse were ‘participation in classes using avatars’ and ‘experience of new things.’ Seventh, the most difficult aspects of classes using the Metaverse were ‘difficult to concentrate in class’ and ‘unfamiliar virtual world’. \u0000Conclusions This study is significant in that it examined learners' actual conditions and perceptions of K University's metaverse-based education and made efforts to design and operate classes.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139622270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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