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간호학과와 보건복지과 학생 대상 전문직 간 교육(IPE) 프로그램의 효과
김판희 ( Pan Heui Kim ),김수경 ( Su Kyung Kim ),이상순 ( Sang Soon Lee ) 대한의료커뮤니케이션학회 2024 의료커뮤니케이션 Vol.19 No.1
Purpose : This study aimed to analyze the effectiveness of the interprofessional education (IPE) program for nursing and Health and Welfare students. Methods : This study used a quasi-experimental method (single group, before and after). The participants were 45 students from the nursing and Health and Welfare departments. Data were collected using a self-report questionnaire. Data were then analyzed using descriptive statistics, paired t-test using SPSS/WIN Statistics version 19.0. Results : After completing the IPE program, students’ readiness for interprofessional learning (t=4.76, p<.001), self-efficacy for interprofessional experimental learning (t=16.05, p<.001) and teamwork attitudes (t=5.59, p<.001) scores were significantly higher than before the program. Conclusion : The study results indicate that the IPE program for nursing and Health and Welfare students is effective in increasing their readiness for interprofessional learning, self-efficacy for interprofessional experimental learning and teamwork attitudes.
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김판희 ( Pan Hee Kim ),이미연 ( Mi Yeun Lee ) 미래유아교육학회 2004 미래유아교육학회지 Vol.11 No.2
This research was designed to investigate the effects of the project approach on young children’s social and academic self-efficacy as well as the level of learning interest, and also to find out whether there were any differences in these effects in relation to the children’s information processing type. K-ABC intelligence tests were conducted on 186 children of age from 4 to 5 in “D” Kindergarten in Daegu City in Korea in order to separate the children into two different groups according to their information processing type. Then from the two groups, 20 subjects of the sequential processing type and another 20 subjects of the simultaneous processing type were chosen by random sampling. Each of these two groups was then randomly divided into another two groups, each of which consisted of 10 subjects-one group for a project approach and the other for a unit approach. The project approach groups engaged for seven weeks in activities based on Helm and Katz’s(2001) project approach for young children. During the same period, children of the other groups engaged in unit-based activities of regular classes for the purposes of comparison. In order to assess the effects of the project approach, self-efficacy tests and an academic interest test were administered immediately before and after the experiments. The self-efficacy test consisted of a social efficacy test and an academic efficacy test. These efficacy tests were constructed based on questionnaire by Hee-Jug Woo(1993), Harter and Pike(1984), Ah-Young Kim & In-Young Park(2001), and Jinks & Margan(1999). The academic interest test was based on the concept of interest suggested by Pintrich and Schunk(2002). For the data analyses, MANCOVA was applied with the IQ scores as the co-variants with a = .05. The results of the analyses were as follows : 1. The project approach was more effective than the unit approach in increasing young children’s social and academic self-efficacy as well as their academic interest level. 2. There were significant interaction effects between the teaching approach and the information processing type. The simple effect analyses of the interaction showed that children of the simultaneous processing type showed a greater increase in the project approach than in the unit approach in all sub-factors of social self-efficacy(interpersonal relations efficacy, prosocial behavior) and academic self-efficacy(confidence, perceived self-confidence, and task difficulty preference), as well as academic interest level(concern for learning, a better learning attitude, and an increased learning persistence). However, children of the sequential processing type showed a greater increase only in social self-efficacy and in perceived self-competence(a sub-factor of academic self-efficacy) in the project approach than in the unit approach. These children didn’t show a difference between the two approaches in any of the other sub-factors. In conclusion, the project approach appeared to be more effective than the unit approach in increasing the self efficacy as well as academic interest, mainly for children of the simultaneous information processing type.
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원어민 교사와 함께 하는 체험중심 다문화교육 프로그램의 효과
이춘옥 ( Chun Ok Lee ),김판희 ( Pan Hee Kim ) 한국아동교육학회 2011 아동교육 Vol.20 No.2
본 연구에서는 원어민 교사가 진행하는 체험중심적인 다문화교육 프로그램이 유아의 편견감소와 다문화에 대한 인식 증진에 미치는 효과를 살펴보고자 하였다. D시와 주변 지역에 소재한 유치원과 어린이집의 유아교사 619명을 대상으로 조사한 유아교사들의 다문화 인식과 요구에 기초하여 원어민에 의한 수업, 체험활동 강화, 다문화 포트폴리오 제작, 다문화 축제를 실시하는 체험중심의 다문화프로그램을 구성하였다. 6개국 나라 출신의 원어민 교사를 참여시켜 다양한 문화에 대한 이해와 관심을 높이고자 하였다. 본 프로그램의 효과를 알아보기 위하여 D시에 위치한 2개 유아교육기관의 만 4세와 만 5세 유아 120명으로 2개 실험집단 (30명), 2개 통제집단 (30명)을 구성하고, 원어민 교사가 진행하는 체험중심 다문화교육 프로그램에 참여하는 실험집단에서 6개국(중국, 페루, 케냐, 우즈베키스탄, 인도, 베트남) 6명의 교사가 4회, 총 24회 동안 체험중심 다문화교육 프로그램을 실시하였다. 통제집단 아동들은 평소 유아프로그램에 참여하였다. 사전-사후 반복측정분산분석을 실시한 결과, 원어민 교사가 진행하는 체험중심 다문화교육 프로그램에 참여한 실험집단 경우 통제집단에 비해 외모편견, 장애편견, 연령편견, 가족구성편견 에 유의한 감소를 보였으며, 다문화에 대한 인식 수준은 유의하게 증진된 것으로 나타났다. The purposes of this study were to investigate the effects of an experience-oriented multi-cultural educational program delivered by foreigners in their own language and to examine the effects of the program on the cultural prejudices scores and understanding of multi-cultures of korean kindergarteners. Based on a need assessment survey with 619 kindergarten teachers working in D metropolitan city and interview with professionals, and analysis of the previous programs, the study developed goals and objectives of the multi-cultural education, organizing contents and activities and constructing specific daily lesson plans. The unique characteristics of this program were co-teaching of native speaking teachers, enforcement of experience-oriented activities, documenting multi-cultural portfolios, and holding cultural festivals. To examine the effects of the experience-based multicultural education program that was developed, 60 four-and five-year-old children were assigned to two experimental groups and the other four- and five-year-old children to two controlled groups. For the experimental groups, six native speaking teachers (from China, Peru, Kenya, Uzbekistan, India and Vietnam) delivered the newly developed multicultural education instruction 4 times each with a total of 24 times in the experimental groups. A pre-and post-test was conducted and the effects of the program were statistically analyzed utilizing the repeated measure ANOVA. Results indicated that while prejudices of children on physical appearance, handicaps, age differences, and family members decreased in both experimental and control groups, prejudices of children in experimental groups decreased at a much higher rate. The results also showed significant increases in multicultural understandings in the experimental group children.
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