bluuebunny/crossref_metadata_2025 huggingface dataset:
The Effect of Social Responsibility and Career Resilience on Career Preparation Behavior among Nursing Students
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Park Mihwa
Published: November 2024

Objectives This study was attempted to identify the levels of social responsibility, career resilience, and career preparation behavior of nursing students and the relationships between them, as well as the influencing factors on career preparation behavior.
Methods In this study, data were collected from 143 nursing students at three college from April 1 to May 31, 2024, and Data were analyzed using a t-test, ANOVA, Pearson's correlation coefficients and hierarchical regression analysis.
Results The mean score of the social responsibility was 3.58, career resilience was 3.66 and career preparation behavior was 3.44. There was a significant positive correlation between social responsibility(r=.714, p<.001), career resilience(r=.741, p<.001) and career preparation behavior. Factors that have a positive influence on career preparation behavior were regular exercise(β=.14, p=.008), social responsibility(β=.35, p<.001), and career resilience(β=.43, p<.001) and the explanatory power of these variables was 62.5%.
Conclusions Through this study, factors affecting the career preparation behavior of nursing students were identified. In order to improve career preparation behavior, we propose development and support of community-based social participation or ethical sensitivity improvement programs, nursing academic seminars, mentoring programs, and individualized professor counseling guidance.
The Influence of Parents' Gender Sensitivity on the Gender Role Stereotypes and Sexual Knowledge of Adolescents with Developmental Disabilities
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Park Geum Chang , Park Soon Gil
Published: November 2024

Objectives This study aims to examine the gender sensitivity of parents of adolescents with developmental disabilities and their children's gender role stereotypes and sexual knowledge. It also seeks to explore differences in general characteristics and the correlations between various variables.
Methods The study focused on adolescents with developmental disabilities attending special schools or special classes in nine institutions in the Gwangju area and their parents. Participants included students with autism spectrum disorder and mild intellectual disabilities, and data were collected through surveys. The data collected in the study was analyzed using SPSS 22.0 software to calculate the mean, standard deviation, skewness, and kurtosis. Afterward, correlation analysis was conducted to examine the relationships between the variables.
Results First, parents' gender sensitivity was found to be higher when they were younger and employed. Second, as the school level of adolescents with developmental disabilities increased, their sexual knowledge tended to increase, while their gender role stereotypes tended to decrease. Third, the gender sensitivity of parents of adolescents with developmental disabilities showed a significant correlation with their children's gender role stereotypes and sexual knowledge.
Conclusions These findings suggest the necessity of programs to improve parents' gender sensitivity to enhance sex education and reduce gender role stereotypes among adolescents with developmental disabilities. Such programs could contribute to reducing gender role stereotypes and fostering proper sexual knowledge in these adolescents.
A Study on the Development of Team-Based AMOS Instructional Design Model
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Hong Sung Wook
Published: November 2024

Objectives The purpose of this study is to overcome the limitations of the AMOS model, a field-oriented integrated instructional design model, and to develop a team-based AMOS instructional design model in which multiple instructors use collective intelligence to perform instructional design activities.
Methods The method of this study is design and development research methodology. First, a team-based AMOS instructional design model is developed through the researcher's experience and literature review. Second, the team-based AMOS instructional design model developed first is verified for validity through experts. Third, a second team-based AMOS instructional design model is developed by reflecting the feedback analysis results of experts. Fourth, for the second model developed, the external validity is verified through effectiveness evaluation for instructors in the field who must use the team-based AMOS instructional design model. Fifth, the final team-based AMOS instructional design model (TB-AMOS model) is developed by reflecting feedback from instructors.
Results The final calculated TB-AMOS model is largely divided into pre-activity, ingredient preparation activity, cooking activity, and post-activity. First, pre-activity begins with the preparation of instructors who require team-based instructional design. The supervising instructor organizes topics that require team-based instructional design, determines the members of the instructional design team, and requests participation. Second, the ingredient preparation activity begins with the society of the instructional design leader, and applies, discusses, and agrees on strategies for setting performance objectives, deriving learning contents, and achieving learning objectives. Third, cooking activities are the stages of class design based on the prepared ingredients, and apply, discuss, and agree on Attention, Motivation, Objectives, and Satisfaction. Fourth, in the post-activity, feedback analysis activities on instructional design activities are carried out immediately after the team-based instructional design activity, or at a separate time. Finally, the supervising instructor guides the detailed instructional design, instructional development, instructional operation, and instructional evaluation to future activities. After that, after completing the entire class activity, the results are summarized and reported.
Conclusions The team-based AMOS instructional design model developed through research will first overcome the difficulty of the stage of producing qualitative results in instructional design and increase the effectiveness of instructional design. Second, it will create a teaching method culture in which instructors design a instructions together for effective and attractive instruction. Third, the development of team-based teaching methods will expand educational problem-solving methods.
The Effects of Psychological Separation of Students with Acquired Disabilities on Career Preparation Behavior: Verification of the Mediating Effect of Career Adaptability
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Roh Seunghyun
Published: November 2024

Objectives The purpose of this study was to examine the effects of psychological separation and career adaptability on career preparation behavior of students with acquired disabilities.
Methods For this study, 162 students with acquired disabilities in four-year university were selected by purposive sampling and snowball sampling. SPSS 26.0 and AMOS 23.0 were used for data analysis, and frequency analysis and reliability test (Cronbach‘s α) were conducted on the sociodemographic characteristics of the subjects. Descriptive statistics and normality tests were conducted to identify the characteristics of major variables, and Pearson correlation analysis was conducted to identify the relationship between variables. The effect of psychological separation and career adaptability on career preparation behavior was analyzed using AMOS 23.0, and bootstrapping was applied to verify the statistical significance of the mediating effect.
Results First, as a result of analyzing the correlation between each variable, there was a significant positive correlation between all variables Second, career adaptability showed a complete mediating effect in the relationship between psychological separation and career preparation behavior. Third, psychological separation did not have a direct significant effect on career preparation behavior.
Conclusions The results of this study are meaningful in that psychological separation does not have a direct effect on career preparation behavior, but it can affect career adaptability through mediation. It is not easy for college students with acquired disabilities to achieve psychological separation because new adaptation is required due to physical changes, and it suggests that career adaptability will increase and career preparation behavior level will increase when autonomy is acquired based on agency after accepting their disability.
Dual Mediating Effect of Planned Happenstance Skills and Career Decision-Making Self-efficacy in the Relationship between Career Barriers and Career Maturity of Alternative School Youth
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Lee Hannah , Ha Moonsun
Published: November 2024

Objectives This study was conducted to examine the relationship between alternative school youth's career barriers, planned happenstance skills, career decision-making self-efficacy, and career maturity, and to confirm the dual mediating effects of planned happenstance skills and career decision-making self-efficacy in the relationship between career barriers and career maturity of alternative school youth.
Methods To this end, a total of 218 alternative school youth were targeted, and a structural equation model was verified using SPSS STATISTICS 23.0 and AMOS 23.0. In particular, to verify the fit of the research model, the χ2 value, TLI, CFI, RMSEA, and SRMR values were comprehensively reviewed, and the bootstrapping procedure was performed by setting up phantom variables to obtain individual indirect effects.
Results As a result of conducting bootstrapping to verify the mediating effect, planned happenstance skills and career decision-making self-efficacy each showed a single mediating effect in the relationship between career barriers and career maturity, and planned happenstance skills and career decision-making self-efficacy showed a sequential mediating effect.
Conclusions This indicates that the higher the level of career barriers of alternative school youth, the lower the level of planned happenstance skills or the lower the level of career decision-making self-efficacy, which lowers the level of career maturity. In addition, the higher the level of career barriers of alternative school youth, the lower the level of planned happenstance skills, which lowers the level of career decision-making self-efficacy, which lowers the level of career maturity.
Analysis of Research Trends on MBTI Personality Types of Korean Nurses
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kim Min-Jung
Published: November 2024

Objectives This study aims to provide a meaningful direction in recruiting and deployment of nurses based on recent analyses conducted on the MBTI personality types in Korea.
Methods A literature search was conducted on relevant reports through various database platforms such as KoreaMed, RISS, KISS, DBPIA, KCI and KMbase. The selected nine research studies were analysed using research design, subject, methodology, and measurement analysis tools.
Results The results showed that the relevant literature was all quantitative studies using descriptive statistics, t-tests, ANOVA, Pearson’s correlation coefficient, and regression analysis. The most common variables were MBTI types, job satisfaction, stress level, and stress relaxation measures. The most common MBTI types in nurses were ISTJ (23.5%) and ESTJ (19.8%).
Conclusions We expect there is a need for further longitudinal studies focusing on the factors associated with job satisfaction, stress level, and resignation percentage, reflecting on the deployment of nurses and their career paths using the individual MBTI personality types.
Factors Affecting Multicultural Acceptance in Nursing Students
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Chae Yeojoo
Published: November 2024

Objectives This study is a descriptive survey to identify empathy, self-esteem, multicultural contact experience, and multicultural acceptance among nursing students and to identify factors that influence their multicultural acceptance.
Methods A sample of 122 nursing students in G city was selected, and descriptive statistics were used to analyze general characteristics and variables, independent t-test and ANOVA were used to analyze multicultural aceeptance according to general characteristics, Pearson's correlation coefficients were used to analyze correlations between variables, and multiple regression analysis was used to analyze factors affecting multicultural acceptance.
Results The results of this study showed that Multicultural acceptance was significantly positively correlated with empathy (r=0.45, p<.001) and multicultural contact experience (r=0.39, p<.001). empathy (β=0.39, p<.001) and multicultural contact experience (β=0.30, p<.001) were the factors affecting multicultural acceptance, and their total explanatory power was 27.9%.
Conclusions Based on the results of this study, it is hoped that programs to improve empathy and multicultural acceptance, including multicultural contact experiences, can be developed and used to improve nursing students' empathy.
The Relationship between Adult Learners’ Self-Directed Learning Ability, Social Capital, Learning Participation and Satisfaction
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Sun Gum Ju , Kim Eun Chae , Ko Hyun
Published: November 2024

Objectives The purpose of this study is to empirically analyze the effects of self-directed learning ability and social capital on lifelong learning participation and satisfaction of adult learners participating in lifelong learning programs.
Methods In this study, the quantitative research method of the questionnaire survey was applied to 223 adult learners who are taking adult learning programs at the Lifelong Education Center in G Metropolitan City. The collected questionnaires were analyzed by frequency analysis, descriptive statistics, correlation analysis, reliability test, multiple regression analysis, and multiple regression analysis using SPSS program.
Results There was a significant positive relationship between self-directed learning ability, social capital, learning participation and satisfaction perceived by adult learners, and self-directed learning ability and social capital were found to have a positive effect on lifelong learning participation and satisfaction. In addition, in the relationship between adult learners' self-directed learning ability and learning participation and satisfaction, social capital was found to have a significant effect as a partial and complete parameter.
Conclusions Self-directed learning ability of individual characteristics and social capital of environmental characteristics are important variables to predict adult learners' participation in lifelong learning and satisfaction, especially self-directed learning ability and social capital are core competencies that adult learners should cultivate in lifelong learning society. Therefore, it is necessary to play a leading role in planning, implementing, and evaluating learning by learners themselves in order to improve the achievement and satisfaction of learning expected by adult learners participating in various lifelong learning programs. However, it is necessary to find ways to strengthen social capital such as trust and network through mutual communication between lifelong learning institutions, learners and learners.
A Phenomenological Study on the the Experience of Compromising Career Aspirations of a Highly Educated Working Mother in Midlife Transition
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kwon Kyoungin , Jun Sojung
Published: November 2024

Objectives The purpose of this study is to explore the essence of career compromise experiences as perceived by midlife transition, highly educated working mothers in their efforts to reconcile work and family life, by examining the internal experiences they undergo during these career compromise situations.
Methods To achieve this, ten midlife transition, highly educated working mothers who have experienced career compromises were selected as research participants. Interviews were conducted, and the data were analyzed using Giorgi's phenomenological research method.
Results The analysis revealed major themes including the relentless pursuit to realize high career aspirations, the struggles of balancing work and family life making the pursuit challenging, the losses and gains experienced in the slowed pursuit, and the experience of moving at one's own pace and direction through the process of life integration. Participants continued their relentless efforts to fulfill their high aspirations but faced dilemmas due to difficulties related to family, career, physical, personal, and social factors, as well as comparisons with peers, all arising after marriage and while trying to balance work and family life.
Conclusions In coping with these, participants experienced both losses and gains in their work and family life through career compromises. Upon reaching midlife-transition, they underwent a process of integrating domestic gender roles, and the ideal versus the reality of their careers, thereby expanding their perspectives on life and forming new career aspirations.
Development and Application of STEAM Program for Mathematical Inquiry based on Conical Anamorphosis
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Heo Nam Gu
Published: November 2024

Objectives The purpose of this study is to develop a mathematical inquiry-based STEAM program based on conical anamorphosis and to implement it to high school students.
Methods To do this, the 2015 revised curriculum and the literature about the mathematical modeling of conical anamorphosis was analyzed, and the STEAM program was developed based on the PDIE model.
Results In the preparation stage, mathematics, science, technology/engineering, art curriculum, and literature of the conical anamorphosis was analyzed. In the development stage, activity sheets, and presentation materials for the STEAM program were developed. The STEAM program was applied to high school students in the implementation stage, and the program was analyzed based on the questionnaire in the evaluation stage.
Conclusions The STEAM program based on conical anamorphosis was related to achievement standards in mathematics, science, technology/engineering, and art subjects. Through the STEAM program, students were given the opportunity to explore the conical anamorphosis mathematically, and the STEAM program was able to help students increase their problem-solving and creative·convergence capabilities.
Narrative Inquiry of the experience of one elementary school teacher's participation in the IBEC program
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kim Seo Hyun
Published: November 2024

Objectives This study attempted to examine the process and effectiveness of the IBEC program during the training provided to teachers in the field in the context of the spread of IB education, and to examine what is ultimately achieved through IB education.
Methods Among the teachers who have experienced the IBEC program, a 21st-year elementary school teacher with practical experience who knows well about the Korean curriculum was selected as a research participant and analyzed by applying a narrative inquiry method. A total of six interviews were conducted, starting with unstructured interviews and semi-structured interviews were conducted based on the story. The research text was composed based on the field text, and the research participant was asked to confirm whether what the researcher understood and interpreted was correct.
Results First, a budget should be secured so that more teachers can participate in the IBEC program. Second, it is necessary to create an institutional environment to prevent teacher burnout in the process of participating in the IBEC program. Third, since cooperation between fellow teachers is important for IB education, the teacher learning community should be further activated. Fourth, in the process of applying IB education, Korea's own KB education must be realized.
Conclusions It is necessary to develop and develop KB, a new educational brand unique to Korea, by benchmarking it according to the situation in Korea through continuous research and practice on IB education.
The Effects of Early Childhood Teacher’ Teaching Creativity and Play Teaching Efficacy on Play Support Competency
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kim Sae Hee , Kim Youn Hee
Published: November 2024

Objectives The purposes of this study was to investigate the effect of early childhood teachers’ teaching creativity and play teaching efficacy on play support competency, develop a teacher education program that can increase early childhood teachers’ play support competency, and present basic data.
Methods An online-based survey of early childhood teachers nationwide was conducted to collect data on teaching creativity, play teaching efficacy, and play support competency of a total of 302 teachers, and the SPSS 29 program was used for data analysis. The general trend of variables was to conduct descriptive statistics, correlation analysis to find out the relationship between the three variables, and multiple regression analysis to examine the effect on play support competency.
Results First, scores were higher than average in all subfactors of early childhood teachers' teaching creativity, play teaching efficacy, and play support competency, and the practical competency score for play support competency was found to be the highest. Second, it was found that there was a significant positive correlation between all sub-factors of early childhood teachers' teaching creativity, play teaching efficacy, and play support competency. Third, early childhood teachers' teaching creativity and play teaching efficacy were found to have a significant effects on play support competency.
Conclusions Since early childhood teachers' teaching creativity and play teaching efficacy have been shown to be variables that can increase play support competency, we devised a method to improve early childhood teachers' teaching creativity and play teaching efficacy in order to improve teachers' play support competency. There is a need to develop and support various teacher education programs.
Measurement Invariance and Latent Mean Analysis of the Creative Mindsets Scale(CMS) for Dance Students
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, PARK CHANGMO
Published: November 2024

Objectives In the present study, we validated the factor structure of the two-factor, 10-item Creative Mindsets Scale (Creative MIndsets Scale; Karwowski, 2014) among high school and college students majoring in dance and analyzed the measurement invariance and latent mean differences of the scale.
Methods A total of 553 students (257 high school students and 296 college students) majoring in dance at arts high schools and universities in Seoul and Gyeonggi Province responded to questionnaires measuring creative mindset, intrinsic creative motivation, and creative achievement. The data were processed using descriptive statistics, correlation, simple regression, internal consistency, confirmatory factor analysis, and multi-group confirmatory factor analysis.
Results The two-factor measurement model consisting of growth creative mindset and fixed creative mindset was well-fitted to the data (² =128.35, df=34, CMIN/DF=3.77, CFI=.996, TLI=.946, SRMR=.050, RMSEA=.071), and both Cronbach's ɑ and McDonald's for reliability were above 0.80. Predictive validity was established with creative mindset having a positive effect on intrinsic creative motivation and creative achievement. The results of the multi-group confirmatory factor analysis showed that the high school and college student groups were fully invariant in terms of form identity (underlying model), while the metric/scalar/factor variance identity was partially confirmed. Furthermore, while the high school group scored higher on growth mindset than the college group, the college group scored higher on fixed mindset than the high school group.
Conclusions These findings suggest that the Creative Mindset Scale can be used to measure high school and college students' beliefs about their dance-related creative abilities, and that teaching and learning strategies are needed to promote the beliefs of dance students and professional dancers that creativity and talent can be developed through learning and effort.
The Serial Multiple mediating Effect of Personality and Social-Emotional Competence on the Relationship Between Communication skills and Leadership of Nursing Students
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kim Mi Jung , Kim Moon Ok
Published: November 2024

Objectives The purpose of this study is to verify the serial multiple mediating effects of personality and Social- Emotional Competence on the relationship between communication skills and leadership of nursing students.
Methods The study subjects were 133 students enrolled in the Department of Nursing in G city, and data collection was conducted through an online survey from November 1 to November 20, 2023. The SPSS/23.0 program was used to analyze the data with descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficient, multiple regression, and Hayes(2022) PROCESS Macro Model 6 was used to analyze the serial multiple mediator model.
Results First, there was statistically significant positive(+) correlation between nursing student’s communication skills, leadership, personality and social-emotional competence. Second, in the relationship between nursing students communication skills and leadership, the mediating effect of personality and social emotional competence was found to be significant. Finally, in the relationship between communication skills and leadership, personality and social emotional competence showed significant serial multiple mediating effects.
Conclusions These findings, suggest that effect occurs when personality and social emotional competence, sequentially mediated in the relationship between nursing students' communication skills and leadership. Therefore, it is suggest that to develop leadership in nursing students’, there is a need to enhance not only communication skills but also personality and sociol-emotional competencies.
A comparative on effects of Patient Safety Knowledge, Patient Safety Attitude, Patient Safety Management Activity and Nursing Competency in Clinical Practice and Simulation Practice based on Patient Safety
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Yang Sun-Yi , Oh Yun-Hee
Published: November 2024

Objectives This study attempted clinical practice and simulation practice based on patient safety for nursing students to compare and analyze the effects on patient safety knowledge, patient safety attitude, patient safety management activity, and nursing competency.
Methods The subjects of the study were 75 people, 38 in the clinical practice group and 37 in the simulation practice group, with a non-equivalence comparison group pre-post quasi-experimental design. Both groups were educated on patient safety concepts and cases before practice. The clinical practice group experienced patient care in a general ward and reflected on the safety situation. The simulation practice group directly performed nursing to solve nursing problems through scenarios. Data were collected from September to November 2023 and analyzed using the SPSS 24.0 program.
Results The pretest and posttest results of both group showed statistically significant improvements in patient safety knowledge, patient safety management activity, and nursing competency. In a comparison of the results of the two practice groups, the only statistically significant difference was found for patient safety knowledge.
Conclusions Based on Patient safety practice has become an effective educational method to improve nursing students' patient safety management activities and nursing competency. Furthermore, the results of this study suggest further research to refine the effects of patient safety management competency.
The effect of Attachment Trauma on Emotion Dysregulation: The Mediating Effects of Self-determined Motivation for Solitude and Mentalization
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Eom Soojin , Lee Sulim
Published: November 2024

Objectives The purpose of this study was to investigate the mediating effects of Self-determined Motivation for Solitude and Mentalization in the relationship between Attachment Trauma and Emotion Dysregulation.
Methods A survey was conducted with 377 adults, and 360 valid responses were analyzed. The survey utilized the Childhood Trauma Questionnaire, the Self-determined Motivation for Solitude Scale, the Mentalization Scale, and the Korean Difficulties in Emotion Regulation Scale. The collected data were analyzed using SPSS Statistics 27 and PROCESS Macro v4.1.
Results First, significant correlations were found among Attachment Trauma, Self-determined Motivation for Solitude, Mentalization, and Emotion Dysregulation. Second, both Self-determined Motivation for Solitude and Mentalization partially mediated the relationship between Attachment Trauma and Emotion Dysregulation. Third, a sequential mediating effect of Self-determined Motivation for Solitude and Mentalization was found in the relationship between Attachment Trauma and Emotion Dysregulation.
Conclusions The study suggests that, when considering simple mediation effects, Mentalization might have a more significant influence than Self-determined Motivation for Solitude in the relationship between Attachment Trauma and Emotion Dysregulation. Considering the dual mediation effects, it indicates that higher levels of Attachment Trauma in adults lead to lower Self-determined Motivation for Solitude, which in turn decreases Mentalization ability, resulting in increased Emotion Dysregulation.
Study on Developing the Unit Planner that can be Applied to Korea's National Curriculum using the IB MYP Unit Planner
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Ahn Daehyun , Hong Hoojo
Published: November 2024

Objectives The goal is to develop a unit plan, a lesson plan format that reflects the goals of the 2022 revised curriculum general theory.
Methods In order to achieve the purpose of the study, the deliberation process of the bridge curriculum development model presented by Hong Hoo-jo (2016) was adopted, and the researcher developed a  by considering the key points of IB MYP's Unit Planner and the 2022 revised curriculum general theory. In this regard, an opinion survey was conducted targeting 14 education doctors and an  was developed. An FGI was conducted with 10 experts on the  to derive the .
Results As a result of the research, a unit planner  format and usage plan that can be used for lesson design in the 2022 revised curriculum was presented. In the form, the achievement standards, desired human image, core competencies, and subject competencies presented in the 2022 revised curriculum are placed at the top so that teachers can prioritize them when designing classes. In addition, we developed a form that reflects the teaching and evaluation elements of the IB MYP unit planner to enable in-depth learning.
Conclusions By using the unit planner, teachers will be able to more faithfully implement the points aimed at in the 2022 revised curriculum summary in their classroom classes, and the unit plan format will be able to be further developed through additional research.
Analysis of School Administrators' Policy Perceptions Regarding the Implementation of the High School Credit System in Science High Schools
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Ryu Chun-Ryol , Park Kyeong-Jin , Lee Jae-Seon , Baek Minjung
Published: November 2024

Objectives This study aimed to analyze the perceptions of school administrators regarding the high school credit system in science high schools and propose improvement measures.
Methods A bottom-up approach to policy implementation was employed to achieve this, focusing on the factors influencing administrators' policy perceptions. These factors included policy objectives, program elements, institutional operations, policy environment, and policy outcomes. A total of 20 administrators from science high schools participated in a survey, followed by in-depth interviews for further insights.
Results The study identified several critical factors in the adoption and operation of the high school credit system, such as the policy-making process, school authority and responsibilities, institutional support, stakeholder interest, and policy effectiveness. While science high school administrators acknowledged the necessity of introducing the credit system, they also highlighted practical challenges in its implementation. These challenges included the failure to reflect the unique characteristics of science high schools in policy-making, insufficient educational resources, and unstable policy perceptions among teachers and parents.
Conclusions Based on the findings, the study suggests clarifying policy objectives, increasing the inclusion of field opinions, strengthening the capacities and management of implementing agencies, improving school infrastructure and evaluation systems, and securing stakeholder support to effectively implement and operate the high school credit system in science high schools.
Analysis of prospective elementary school teachers' graph understanding: From a data analysis perspective
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Ko Eun-Sung
Published: November 2024

Objectives In this study, we investigated prospective elementary school teachers' graph comprehension from a data analysis perspective. In particular, we aimed to analyze the difficulties that prospective teachers encountered in selecting graphs or presenting interpretations that could support hypotheses when using graphs to support hypotheses.
Methods Prospective elementary school teachers were provided with a set of data in an Excel file, and were asked to present hypotheses that could be derived from this data along with evidence. The 38 data collected from prospective teachers were analyzed based on two criteria: (1) appropriateness of graph selection (2) appropriateness of graph interpretation
Results There were two main difficulties shown by prospective teachers. One was to use a bar graph instead of a histogram to represent numerical data, and to use a line graph instead of a scatterplot to analyze the relationship between two variables. The other was that when it was necessary to determine whether to adopt a hypothesis by identifying trends in the data, they made incorrect judgments by relying too much on singular values.
Conclusions Considering these difficulties, it is necessary to consider the following in the mathematics curriculum. First, graph comparison activities need to be sufficiently addressed in the curriculum. Second, there is a need to learn about the types of data. Third, there is a need to provide flexibility in graph selection depending on the type of data. Fourth, there is a need to find ways to strengthen students' concept of distribution.
Based on Bloom's new educational target taxonomy Analysis of 2022 Revised Technology and Curriculum Achievement Standards
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Ham Hyungin
Published: November 2024

Objectives The purpose of this study is to provide implications by analyzing the 2022 revised middle and high school technology and curriculum achievement standards.
Methods To this end, a total of 148 achievement standards, 97 middle schools, 51 high schools, were analyzed based on Bloom's new educational target taxonomy. The 148 achievement standards, which were the subject of analysis, were analyzed by a researcher and a coder according to the analysis frame and then negotiated, and the analysis results were verified by two external experts (one professor in the technologtyl education department and one doctoral degree in technologyl education).
Results The research results are as follows. First, the 2022 revised middle and high school technology and curriculum achievement standards were concentrated in specific areas in terms of knowledge and cognitive process. In terms of knowledge, metacognitive knowledge was the highest and procedural knowledge was the lowest. In terms of cognitive process, ‘understanding’ was the highest and ‘remembering’ was the lowest. Second, as a result of the analysis of achievement criteria by school level, metacognitive knowledge in middle schools and conceptual knowledge in high schools were high in terms of knowledge, and in terms of cognitive process, ‘understanding’ in middle schools and ‘understanding’ and ‘analysis’ in high schools were high. Third, both middle and high schools showed less distribution of procedural knowledge.
Conclusions It is necessary to expand procedural knowledge at the knowledge level by reflecting the characteristics of technology subjects based on these research results, and the intention of the curriculum should be clearly communicated by including various sub-elements of cognitive processes in the achievement standards. Furthermore, when developing achievement standards for the curriculum, it is necessary to hierarchize the cognitive process according to the school level, and follow-up research needs to be conducted so that a single knowledge dimension and cognitive process dimension can be reflected in a single sentence by clearly expressing the method of stating achievement standards.
Understanding Education for Sustainable Development in the Anthropocene Era
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kim Hyo-Jin
Published: November 2024

Objectives The purpose of this study is to critically examine trends and educational discourses related to education for sustainable development over the past 10 years in the field of early childhood education, analyze related issues, and derive educational implications.
Methods To this end, Chapter II expands the spectrum of thinking about sustainability, Chapter III analyzes the meaning of the educational discourse on sustainability discussed through the literature, and Chapter IV examines the implications for early childhood education for education for sustainable development in Korea and describes suggestions for future directions in Chapter V.
Results As a result, the discourse on education for sustainable development in the field of early childhood education is as follows. First, it is important to recognize and approach sustainability, sustainable development, and education for sustainable development as a paradigm shift and new life orientation across education rather than an additional dimension of new subject areas. Second, it should be clarified that education for sustainable development is rooted in environmental education in the history of conceptual origin and practice, but now it is a concept that has expanded and evolved beyond just environmental education. Third, in order to settle in school education, it is essential that the core values and contents must be reflected in the national early childhood curriculum. Fourth, the perspective of looking at a child as an active subject of change emphasized in education for sustainable development should be understood in the context of expanding children's right to participate. Furthermore, in order to find a solution to early childhood education on sustainability based on the analysis of issues inherent in the main discourse, it was tried to examine the implications of various aspects such as understanding the paradigm shift from a posthuman-centered perspective, neo-materialistic relationalism, and community-based perspective, understanding the educational paradigm shift, meaning of the national-level curriculum, connection with global citizenship education, localization of the curriculum, and teacher education.
Conclusions In conclusion, it will be possible to explore how early childhood education for sustainability should be understood and redirected in the future.
Development and Validation of Post-Traumatic Growth Scale for College Students
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kim Hyun-Ji , Kim Jae Chul
Published: November 2024

Objectives The purpose of this study is to develop and validate a Post-Traumatic Growth Scale specifically designed for college students.
Methods To achieve this, preliminary items were initially drafted through a comprehensive literature review and in-depth interviews. These items were then reviewed by experts to construct a preliminary tool. Utilizing this preliminary tool, a pilot survey was conducted with 159 college students, and the results were analyzed using exploratory factor analysis to identify the factor structure. Subsequently, a main survey was conducted with 648 college students, and the results were analyzed using confirmatory factor analysis, along with tests for reliability and criterion validity.
Results The Post-Traumatic Growth Scale for college students was found to consist of 27 items across 5 factors: positive reappraisal of self/life, self-directedness, improvement in relationship intimacy, others' reactions, and enhancement of coping skills. Confirmatory factor analysis of the 9final 27 items indicated good fit indices and convergent validity. Additionally, the analysis of correlations between latent variables showed statistically significant and positive correlations. Based on these comprehensive results, the construct validity of the Post- Traumatic Growth Scale for college students was positively evaluated.
Conclusions This study is significant as it developed a tool to measure post-traumatic growth in college students, proposing an evaluation criterion that encompasses both pathological and growth perspectives on trauma experiences. This tool is expected to assist college students who have experienced trauma in redefining their life goals and meanings, enabling them to lead a new self-actualizing life despite the pain caused by trauma.
Effects of grit and stress coping style on college life adjustment in nursing student according to the MBTI Personality Types
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Kim Pan Heui , Kim Su Kyung , Lee Sang Soon
Published: November 2024

Objectives The purpose of this study is to examine the effects of nursing students' MBTI personality type, grit, and stress coping style on college life adjustment.
Methods The data survey period is from February 6 to March 6, 2024, according to the results of 150 students who are enrolled in the second year of nursing department at one university in G city. As for the analysis Method, the general characteristics, MBTI personality type, function and temperament of MBTI were analyzed by frequency and percentage, and the general characteristics and MBTI function and temperament of MBTI, grit, stress coping style, and college life adjustment were tested by t-test and ANOVA, and the correlation between variables was analyzed by Pearson correlation analysis. Hierarchial multiple regression analysis was conducted to identify the factors affecting nursing students' adjustment to college life.
Results As a result of the analysis, grit differed significantly according to grades, major satisfaction, and temperament of MBTI, stress coping style differed according to function and temperament of MBTI, and college life adjustment differed significantly according to grades, subjective mental health, and major satisfaction. Factors influencing nursing students' college life adjustment were grit and stress coping style.
Conclusions Nursing students need a stress coping style and grit building program according to their MBTI personality type to help them adjust to college life.
The Process and Significance of Pre-service Early Childhood Teachers' Participation in a Design Thinking-Based Early Childhood Teaching Media Course
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, You hyoin
Published: November 2024

Objectives This study aims to explore the process and significance of a course on early childhood teaching media based on design thinking for pre-service early childhood teachers. The ultimate goal is to seek ways to enhance their capacity to support play-based media for young children.
Methods The study selected 29 second-year students and one fourth-year student from the Early Childhood Education Department at C University, who were enrolled in the early childhood teaching media course. The course content was structured around the design thinking process. The research data consisted of the pre-service teachers' portfolios, reflective journals, and the researcher’s notes.
Results The findings of the study revealed several key insights: first, the process of repeatedly observing children's play and the weight of understanding it; second, the process of planning media that reflects children's opinions, enduring ambiguity while changing plans; third, the need to consider the context of the field during media production and the importance of efforts to explore media; and finally, the realization that the teacher is the best media during the process of sharing media.
Conclusions This study suggests that a course on early childhood teaching media based on design thinking helps improve pre-service teachers' capacity to support child-centered play and provides them with specific information on various teaching media. Additionally, it emphasizes the importance of establishing a teacher's philosophy and perspective in supporting play media.
Exploration of the Experience of Child Care Teachers in the Play-Oriented Nuri Curriculum with Maladjusted Young Children
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Jung Kyung-Hwa , Park Hee-Sook
Published: November 2024

Objectives The purpose of this study is to examine experiences in operating the Nuri Curriculum with maladjusted young children through in-depth interviews with child care teachers, and to explore ways to operate the Nuri Curriculum with maladjusted young children.
Methods The participants in this study are five current child care teachers at public and national child care centers who have experience in teaching maladjusted children. Data collection was conducted through three individual in-depth interviews according to semi-structured questions, and data analysis was conducted qualitatively to produce research results.
Results The results of this study are as follows. First, the childcare teacher's perception of the maladjusted child was that it was a temperament problem and a behavior that could be improved with support from teachers and institutions. Second, the experience of childcare teachers with maladjusted young children while operating a play-centered curriculum was that all young children were supported to play equally regardless of maladaptation, and It was found that systematic interventions inplemented such as maladjusted young children were actively seeking situational mediation and active supports. Third, changes in the application of play-centered curriculum with maladjusted young children showed both positives and negatives.
Conclusions As the results of this study, when operating the Nuri course with maladjusted young children, childcare teachers should consider the characteristics of individual young children based on observation to help them adapt, and encourage maladjusted young children to actively interact between teachers and peers. It is necessary to support smooth growth through play-centered activities and to find guidance methods linked to the home.