6th Grade Research Articles

ВЫБОР ТАКСОНОМИИ ПРИ СОСТАВЛЕНИИ СИТУАЦИОННЫХ ЗАДАЧ ПО ХИМИИ

This article touches upon the problem of finding new, effective pedagogical means of teaching students of general education institutions, one of which is a situational task. The authors note the problem of constructing tasks of this type due to the absence of any methods for their compilation, give their own initial structure of the situational problem, demonstrating the need to make additional adjustments to it. The purpose of the article is to clarify the structural block of “Questions and Tasks” of a situational task using the selected taxonomy, which will eliminate the problem of compilation and selection, determining the number and sequence of questions in this block, as well as preserve the logical sequence of returning to the problematic question posed at the beginning after completing all the tasks of this block. Methodology. To achieve this goal, the authors carried out a theoretical analysis of the literature on the problem of constructing situational tasks, generalization of the information obtained, comparison of various taxonomies and selection of the most optimal for use, synthesis. Scientific novelty / theoretical and/or practical significance. The article solves the problem of composing questions and tasks of situational task, proposes a new detailed structure-the standard of a situational task, laying a unified approach to composing tasks of this type, as well as allowing teacherspractitioners to independently design them. Results. After the analysis of the scientific literature, several main taxonomies of educational purposes were identified (the taxonomy of B. Bloom with its existing modifications, V. Gerlach and A. Sullivan, A. de Blok, J. Guilford, R. Gagnier and M. Merill), the result of which was the choice of the original taxonomy of B. Bloom, characterized by high efficiency and ease of use in the future other teachers. The article also provides an example of a chemical situational task on the topic “Epoxides (oxyrans)” intended for 10th grade students, compiled using B. Bloom’s taxonomy. In conclusion, the conclusion is made about the success of the application of B. Bloom’s taxonomy for the construction of a block of “Questions and tasks” of a situational problem.

Impact of the COVID-19 pandemic on school-going adolescents studying in government schools – A psychosocial perspective

ABSTRACT Background: Childhood is the most essential phase in a person’s life as the foundations laid at this stage decide the future. Children are one of the vulnerable groups during any disaster. It is a stressful event that is not easily understood. It is emotionally confusing and frightening and results in children needing significant instrumental and emotional support from adults. Aim: To understand the psychosocial impact of the COVID-19 pandemic on school-going adolescents. Methods: This study adopted a cross-sectional research design in which sociodemographic characteristics and the CRIES-13 were administered to all the 312 children studying in 9th and 10th grade from the five selected schools. Statistical Analysis: Descriptive statistics such as frequencies, mean, and percentages were employed to analyse participants’ demographic characteristics. Chi-square, independent t-test, and ANOVA were used for comparison of the data. Results: The mean age of the respondents was 15 years (SD 0.98). It was found that most of the children (90.4%) had disturbances in their education, with 10th grade children having more disturbance than 9th grade ones (P value < 0.05). Further, intrusion and arousal were found to be significantly higher among male children than female children (P value < 0.05). Also, intrusion and arousal are significantly higher among 9th grade students, whereas avoidance is higher among 10th grade students (P value < 0.05). Conclusion: The study identified that COVID-19 has a profound psychosocial impact on school going-adolescents. This finding highlights the importance of understanding the pandemic’s impact on children from a psychosocial perspective and designing appropriate interventions for them.

Patient-friendliness of ChatGPT responses: NSCLC targeted therapy.

231 Background: Non-small cell lung cancer (NSCLC) targeted therapies are complex, often requiring extensive patient education beyond what can be conveyed in a single provider visit. Given the average US reading level is at the 8th grade, and many patients seek additional information online, it is vital to evaluate the readability of online resources. This study aims to determine the patient friendliness of information provided by AI chatbots like ChatGPT in explaining NSCLC targeted therapies compared to other commonly accessed sources. Methods: This analysis included targeted therapies approved by the FDA for EGFR-mutated NSCLC: Afatinib, Erlotinib, Osimertinib, Dacomitinib, and Gefitinib. Information sources included ChatGPT 4, ChatGPT 3.5, the Patient Information section of the FDA label, and the Google featured snippet. Each version of ChatGPT was queried 10 times for each individual therapy – “My doctor is suggesting starting therapy with (Drug Name). What can I expect with this medication?”. All responses, labels, and snippets were examined by Microsoft Word for word count (WC) and Flesch Reading Ease Score (FRES), which considers average sentence length and number of syllables per word to assess readability. Data analysis was performed using ANOVA in SAS. Results: Across all therapies, Mean FRES for ChatGPT 4 was 31.21, ChatGPT 3.5 26.69, FDA labels 50.78, and Google snippets 33.1. Mean WC for ChatGPT 4 was 312.54, ChatGPT 3.5 355.78, FDA labels 1220, and Google snippets 42. Significant differences in FRES were found among sources for Afatinib (p-value <0.0001), Erlotinib (p-value 0.0206), Osimertinib (p-value <0.0001), Dacomitinib (p-value 0.0125), and Gefitinib (p-value <0.0001). Significant differences in WC were also found among sources for Afatinib (p-value <0.0001), Erlotinib (p-value <0.0001), Osimertinib (p-value <0.0001), and Gefitinib (p-value 0.0045). No significant difference in WC was found for Dacomitinib (p-value 0.2807). Conclusions: While the FDA label provided the most readable information, none of the sources aligned with the average 8th-grade reading level in the US, indicating a gap in accessible patient education for NSCLC targeted therapies. Notably, readability varies significantly between ChatGPT versions, affecting accessibility for users of the free version, ChatGPT 3.5. Although ChatGPT responses are more succinct compared to the verbose FDA labels, their higher education-level readability presents a barrier to comprehension. This study highlights the need for further research into optimizing AI-generated patient education materials to be both accurate and comprehensible at appropriate reading levels, thereby improving health communication strategies.

Association of Weight Status with Geographic Region, Residential Status and Sex of 8th Grade School Children: The Prevalence of Overweight and Obesity in Montenegro

The aim of the research was to determine the association between weight status with residential status, geographic region, and sex in younger adolescent age group in Montenegro. The sample was stratified based on gender, settlement type, and geographic region in Montenegro. Anthropometric characteristics were assessed using a battery of three variables: body height (BH), body weight (BW), and body mass index (BMI). BMI was categorized based on the World Health Organisation‘s (WHO) cut-offs to underweight, normal weight, overweight and obese individuals. The sample comprised 534 early adolescents, specifically 8th grade students, including 283 boys (average age 13.52±0.42 years) and 251 girls (average age 13.51±0.40 years) from primary schools throughout Montenegro. Based on the Chi-square test, an association between weight status and geographic region was found among boys and in the overall sample of children, with the highest prevalence of obesity in the northern region. There is also a significant association between weight status and residential status of adolescents, with obesity being more prevalent among rural children compared to urban children. Additionally, an association between sex and weight status was established, with obesity being more prevalent in boys compared to girls. Therefore, these findings highlight the need for targeted intervention and the promotion of healthy lifestyles among children, taking these demographic factors into account.

The Effects of Cooperative Learning on Creative Writing and Self-Efficacy in Portuguese and Mathematics

Cooperative learning is a pedagogical practice widely endorsed in the literature to enhance students’ creative writing skills. This methodology promotes the development of originality, fosters openness to new ideas, provides opportunities for interaction and tossing ideas around, and subsequently contributes to boosting creative textual production. This study aims to assess the impact of incorporating cooperative learning strategies on developing creative writing skills and enhancing self-efficacy among 6th-grade students. Additionally, this study reflects on using cooperative learning methods in the classroom setting, namely the roundtable and the cooperative graffiti. The participants were 34 students from two classes of the 6th grade of the 2nd cycle of basic school: an experimental group, where cooperative learning applies, and a control group, conducted using a traditional lecture. The study used a quasi-experimental design, incorporating pre-test and post-test. The non-parametric Wilcoxon signed-rank test was used to assess within-group changes in pre-test and post-test scores for both the experimental and control groups. The findings from both classes suggest that cooperative learning is more effective than a traditional lecture in building creative writing skills and self-efficacy in Portuguese (first language) and maths.

Evaluating the Readability, Credibility, and Quality of Spanish-Language Online Educational Resources for Knee Arthroplasty: Implications for Patient Education and Health Disparities.

Spanish-speaking individuals may experience language-based disparities related to elective orthopaedic procedures. Because patients often seek online health information, we assessed the readability, credibility, and quality of Spanish-language educational websites for knee arthroplasty. We queried "Google," "Yahoo," and "Bing" using the term "reemplazo de rodilla" (knee replacement in Spanish) and extracted the top 50 websites per search engine. Websites were categorized by information source (physician/community hospital, university/academic, other) and presence of HONcode certification. Information was assessed for readability (Fernández-Huerta formula), credibility (Journal of the American Medical Association benchmark criteria), and quality (Brief DISCERN tool); scores were compared between the categories. A total of 77 unique websites were included (40.3% physician/community hospital, 35.1% university/academic). The median readability score was 59.4 (10th to 12th-grade reading level); no websites achieved the recommended level of ≤6th grade. The median Journal of the American Medical Association benchmark score was 2 (interquartile range 1 to 3), with only 7.8% of websites meeting all criteria. The median Brief DISCERN score was 16 (interquartile range 12 to 20), with 50.7% meeting the threshold for good quality. University/academic websites had better readability (P = 0.02) and credibility (P = 0.002) but similar quality (P > 0.05) compared with physician/community hospital websites. In addition, HONcode-certified websites had better quality scores (P = 0.045) but similar readability and credibility (P > 0.05) compared with noncertified websites. We identified limitations in readability, credibility, and quality of Spanish-language online educational resources for knee arthroplasty. Healthcare providers should be aware of these patient education barriers when counseling patients, and efforts should be made to support the online information needs of Spanish-speaking orthopaedic patients and mitigate language-based disparities.

Engagement and Disengagement with Sustainable Development: Internal dynamics and relation to basic psychological needs

Integrating concepts from self-determination theory, the objective of this multi-study paper, drawing on data from a large longitudinal study, was to construct a richer understanding of the internal dynamics and antecedents of engagement and disengagement with sustainable development (ESD and DSD) in adolescents (8th – 9th graders). First, we tested the dynamics between the emotional, cognitive and behavioral indicators that occur within ESD and DSD. Second, we tested how adolescents’ self-perceptions of basic need satisfaction and frustration supported or undermined ESD and DSD. In Study 1 (two-wave design; n = 1076), we identified distinct internal dynamics for ESD and DSD, and showed that satisfaction of relatedness at school in 8th grade predicted increased emotional and cognitive ESD in 9th grade. In Study 2 (cross-sectional design; n = 1650), a multivariate multiple regression analysis showed that ESD was positively associated with perceived satisfaction of basic needs in general, but most strongly the satisfaction of autonomy. Results also indicated that the frustration of competence may be important to understanding why people experience disengagement with sustainability issues. One implication of the findings is that education policies and practices aiming to promote adolescents’ perceived sense of relatedness at school may be helpful for preparing students to effectively address the challenges associated with sustainable development.

Dysphonia in School Teachers: An Occupational Risk Concern?

BackgroundSchool teachers are known to be at risk for dysphonia. However, they do not always get the benefits that are guaranteed to people with occupational diseases. Objective parameters attempting to quantify the condition are a requirement. Based on an earlier smaller study done in a single district of Kerala, a highly literate State in south India, the present study was envisaged as a Statewide survey of the problem. ObjectivesThe aim was to check the possibility of designating voice problem (dysphonia) in school teachers as a distinct occupational health issue. The primary objective was to document the prevalence of subjective dysphonia. Secondarily, the study sought to look for possible associations between known risk factors and dysphonia. MethodsA cross-sectional, questionnaire-based survey was conducted. The tool was developed from an earlier version, with the addition of risk factor questions and subjective handicap scoring. Three categories of dysphonia were obtained. Statistical analyses were done for all variables, with p value < 0.05 considered statistically significant. Odds ratios (OR) with 95% confidence limits were calculated for four of the risk factors. ResultsCompleted responses were obtained from 4014 school teachers. Of these, 1885 (46.96%) had dysphonia at the time of responding, 1922 (47.88%), in the last one year, and 2650 (66.02%), at some point during their career. Most risk factors had statistically significant association with dysphonia. OR calculation showed greater risk for teachers in government managed or aided schools, those teaching in secondary (5th to 12th grade) schools, those in the job for more than 20 years, and teaching social sciences subject. ConclusionsThere is a high prevalence of dysphonia in school teachers in a Statewide survey of Kerala. Several risk factors have been identified; some peculiar to the region. There is enough numerical evidence to designate dysphonia in school teachers as an occupational health issue.

Examining the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach

This case study examines the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach. The study was conducted during the second semester of the 2017-2018 academic year with 33 students in one of the 10th grade classes of a high school in the Yüreğir district of the Adana province. A criterion sampling method of purposive sampling methods was employed in selecting the school and the class. In the intervention, the researchers used the physics curriculum they developed based on an interdisciplinary context-based learning approach. The plans and activities prepared according to the context-based REACT model were implemented for eight weeks and the data were collected using both quantitative and qualitative methods. At the end of the intervention, significant changes were observed in the students’ ability to relate their knowledge to daily life, interdisciplinary problem-solving skills, attitudes towards problem-solving in physics, and affective characteristics. During the process, students who encountered challenges in problem-solving, focusing on the lesson, working in groups, and relating information to real-life and different disciplines managed to overcome these challenges by increasing their individual efforts and communicating with their peers and the teacher. Because of students who remained passive, made noise, and frequently changed their seats during group work, the researchers encountered some challenges in instruction and time management. To increase classroom participation, they opted for updating the lesson plan, preparing additional examples, and increasing the number of visual materials. In this respect, teachers and other researchers are recommended to allocate more time to interdisciplinary context-based teaching activities, provide students with more real-life problem situations, diversify group work, and conduct group activities more frequently.

Evaluating the readability of online patient information for cholangiocarcinoma.

264 Background: The digital age has facilitated the dissemination of free comprehensive information regarding the diagnosis and treatment of various cancers. Especially for rarer cancers, such as cholangiocarcinoma, patients heavily rely on online patient information (OPI) as a primary source of information. However, the usefulness of these websites is dependent on the readability of the information. The National Institute of Health (NIH) recommends OPI have a readability level of grade 8 or lower. We sought to assess the readability of OPI for cholangiocarcinoma. Methods: We utilized Google to identify the top ten websites utilizing the search query "cholangiocarcinoma". The readability score of each website was defined as the median of ten popular standardized readability scales - Flesch–Kincaid, Gunning Fog, Coleman–Liau, Simple Measure of Gobbledygook, Automated Readability Index, FORCAST, Raygor, Fry Graph, and New Dale Chall. These readability scales were obtained using www.readable.com. Group comparisons of readability score were performed for affiliation (i.e., academic, non-profit, or government) and website content (i.e., treatment modalities, complications, clinical trials, supportive care, and survivorship). Statistical analysis was done in RStudio. Pairwise comparisons were performed using the Wilcoxon rank sum test. Results: A total of 10 websites were analyzed with 4/10 (40%) affiliated with academic institutions, 3/10 (30%) affiliated with non-profit organization, and 3/10 (30%) affiliated with government websites. The median readability score for all 10 websites was 9.95 (IQR 9.15-10.75). The majority of the websites (9/10, 90%) websites had readability scores that did not satisfy the NIH recommendation for readability. Readability scores did not differ significantly between academic, government, and nonprofit websites (p=0.68). Readability also did not differ by website content. The correlation between word count and readability score was not statistically significant (r = 0.03, p = 0.92). Conclusions: We performed a first of its kind analysis to assess the readability of OPI for cholangiocarcinoma. The median readability of OPI for cholangiocarcinoma was at a 10th grade level and the majority of the websites did not satisfy the NIH guideline for readability. Surprisingly, government websites were not simpler to read than their academic and nonprofit counterparts. Our study underscores the need to develop OPI for cholangiocarcinoma that is easily readable for patients and their caregivers. Organizations publishing OPI may use readability scores to ensure their content is accessible for the general population.

The Impact of Narrow Reading on the Receptive Vocabulary Knowledge of Moroccan High School Students

Recent research on English as a foreign language (EFL) vocabulary instruction has surged due to its inherent importance and the challenge it poses, given the vast number of words in languages. Many studies explored how reading enhances EFL students’ vocabulary. However, empirical studies on how narrow reading aids beginners' vocabulary growth are lacking. Hence, this study purports to investigate the impact of narrow reading on the development of Moroccan EFL students’ receptive vocabulary knowledge. An experimental pretest post-test design is adopted. 75 10th grade (common core) beginner students belonging to three groups participated in the study. The first experimental group read 4 texts on the same theme and written by the same author. The second experimental group read 4 texts written by the same author. The control group read 4 texts written by different authors on different themes. Meara’s yes/no test was used to measure the participants’ receptive vocabulary knowledge before the treatment. The treatment lasted seven weeks.The vocabulary knowledge scale (VKS) was used to measure students’ receptive vocabulary gains. The results of a one-way ANOVA showed that the group which read texts on the same theme and by the same author outperformed the other groups. Informal discussion with the participants unveiled some factors that have eased vocabulary uptake.

The Effect of Digital Stories on 4th Grade Students’ Fluent Reading Skills

This study aims to determine the effect of the digital stories on the fluent reading skills of primary school 4th-grade students. A quasi-experimental design with a pre-test and post-test control group was used in the study. The participants comprised 46 4th-grade students from the villages of the Silvan district of Diyarbakır Province. Twenty-three students formed the control group, and 23 formed the experimental group. The study was conducted in eight weeks in the 2022-2023 academic year. In this process, first, students' fluent reading skills were measured before the treatment. Then, eight reading passages were prepared in digital story format and used in Turkish lessons. When the treatment ended, the fluent reading skills of the students were measured again. Independent Sample t-test was used to determine significant differences between the experimental and control groups. The results indicated no significant difference between the initial fluent reading levels of the groups. In this context, it can be said that the use of digital stories in reading activities improves students' fluent reading skills.

Dimensional versus Categorical Approach: A Comparative Study of Mathematical Cognition

BackgroundResearchers have employed two distinct methods to understand the cognitive underpinnings of mathematical ability: categorical and dimensional. These two methods have different underlying assumptions. However, to the best of our knowledge, research to date has not empirically tested which method can better predict variance in mathematical ability. Method104 children from Indian public schools in the 3rd and 4th grades completed a mathematical ability test. For the categorical approach, participants were categorized into two groups: mathematical learning difficulty and high math achieving. For the dimensional approach, the data of all participants were considered. The cognitive abilities measured included approximate number system, working memory, inhibitory control, and spatial ability. ResultsMixed factorial ANOVA and hierarchical regressions revealed that the dimensional approach demonstrated better predictive power for mathematical ability than the categorical approach. ConclusionsThe dimensional approach offers a more comprehensive insight into mathematical cognition, enabling greater control over the predictors.

평면도형의 이동에서 모양과 방향의 변화에 대한 학생의 이해

This study analyzes how the shape and direction of figures are addressed in relation to transformations (translation, reflection, and rotation) in elementary school textbooks from the 7th curriculum to the 2015 revised curriculum, and investigates 5th-grade students' understanding of shape and direction through a test. The results revealed that students interpreted the meaning of shape inconsistently, varying their understanding based on the given context. In tasks requiring students to identify whether the shape or direction of a figure remained unchanged after reflection or rotation, their responses were influenced by the symmetry of each figure. Based on these results, this study discusses the issues inherent in the linguistic expressions and activities related to shape and direction in the textbooks. The conclusion suggests that, for 3rd and 4th graders, the focus should be on observing various combinations of translation, reflection, and rotation, and engaging in art-related activities or interesting problem-solving tasks. Activities that involve identifying whether shapes are the same should be more thoroughly addressed in the 5th and 6th grades, alongside the concept of congruence.

The Attitudes of 8th Grade Students Towards the Republic of Turkey Revolution History and Kemalism Course

This study is quantitative research that aims to examine the attitudes of 8th graders towards the T.R. History of Revolution and Kemalism Course. The study population consists of 6.650 students studying in the 8th grades of Samsun province central district secondary schools in the 2022-2023 academic year, while the sample consists of 1424 students. A stratified sampling method was used in sample selection, and simple random sampling was used to draw units from the sub-populations of the sample. A survey form, the first part of which includes demographic information of the participants and the second part of which provides for the T.R. History of Revolution and Kemalism Course Attitude Scale, was used as a data collection instrument. Descriptive statistics and hypothesis tests were used in data analysis. The range width of the scale was interpreted based on the formula "range width/number of groups.” Whether the scale scores showed significant differences between demographic groups was tested with hypothesis tests, an independent sample t-test was used to compare independent demographic variables with two groups, and a one-way ANOVA test was used for independent variables with more than two groups. The difference in test scores between these groups was interpreted using the post hoc test, Scheffe. As a result of the study, it was found that the attitude scores of the study sample towards the course were undecided. There were significant differences between participants' attitudes towards the course and the variables of gender, nationality, school type, parental educational status, place of residence, number of people in the household, and course achievement.

“It’s Good to Have a Voice”: What Do Students Think about the Impact of a Flexible Curricular Implementation of Student-Centered Pedagogies on Their Own Learning Experiences?

While there is extensive evidence that student-centered pedagogies (SCPs) develop multidimensional (motor, cognitive, social) outcomes in students, the coalesced use of some of the core pedagogies of student-centered models (SCMs) can facilitate the achievement of more than one educational theme in the same intervention and may facilitate student engagement in more representative physical education (PE) experiences. In this study, students’ voices are explored concerning the impact of a flexible and coalesced curricular implementation of SCPs on their own PE learning experiences. An insider action-research design was implemented for one entire school year (50 lessons of 90 min each) with 25 students aged 16–17 years, enrolled in the 12th grade at a high school in Portugal. A qualitative data collection source was used (semi-structured focus-group interviews), analyzed through a mixed inductive–deductive thematic analysis. The findings emphasize that a flexible and coalesced curricular implementation of various SCPs over an extended period of time, considering the sport content, the context, and the skill level of students, seems to contribute to the development of more positive learning experiences for students. In summary, these learning experiences require that teachers learn to listen and respond to students’ voices.

Investigation of Academic Perseverance Levels of Gifted Students in Terms of Some Variables

With positive psychology, more focus is placed on the strengths of individuals. Thus, in recent years, it has been seen that features such as courage, optimism, hope, forgiveness, gratitude and perseverance have been the subject of more research. However, features associated with positive psychology have not been adequately studied in gifted students. In this study, perseverance, one of the positive psychology concepts, was discussed and academic perseverance in gifted students was examined. In this context, it is aimed to examine the academic perseverance levels of gifted students in terms of various variables. The study group of the research consists of 152 gifted students attending the 5th and 6th grades. The data in the study were collected with the Academic Perseverance Scale. Descriptive statistics and t-test were used in the analysis of the data. As a result of the analysis, when the findings of the study were examined, it was determined that the academic perseverance levels of the gifted students were above the average and high. It was observed that the academic perseverance levels of gifted students did not differ significantly according to gender and school type, but differed significantly according to grade level. The findings were discussed together with the studies in the current literature and suggestions were presented to researchers and practitioners.

Transformando la convivencia escolar: estrategias de innovación educativa para abordar el acoso entre agresores y víctimas en educación primaria (España)

The development of assertiveness and empathy in the school environment contributes to creating a positive atmosphere, preventing bullying, promoting socio-emotional development, and improving academic performance. Therefore, the objective of this study is to analyze the level of assertiveness and empathy in aggressors and victims in school coexistence in primary education in an urban municipality in the province of Granada (Spain), with the aim of proposing an innovative teaching practice in response to this coexistence environment and improving the quality of education. The approach was quantitative, with a descriptive design. The sample consisted of 47 participants from the 6th grade, aged between 11 and 13 years (M = 11.43; SD = 0.50), to whom the Assertive Behavior Scale for Children (CABS) and the Interpersonal Reactivity Index were applied to measure assertiveness and empathy, respectively. The results revealed that students who act as aggressors or consider themselves victims show lower levels in both competencies (3.90% aggressors, 30.30% victims, 69.70% non-victims). Therefore, assertiveness and empathy are not only independent skills but are interrelated and mutually reinforcing. Thus, to reduce aggressive behaviors and situations of victimization, it is essential to promote both assertiveness and empathy. It is concluded that by developing these skills, more effective and respectful communication is promoted, which can decrease conflicts and improve school coexistence.

Learning Effects of Mechanical Ventilator/Tracheal Suctioning XR Simulators and Extracting Decision Making Criteria to Introduce a Novel Simulator

Researchers have developed Simmar+ESTE-SIM, a XR simulator that can train the multitask of “endotracheal suctioning for a patient with a mechanical-ventilator’’ as part of support for Technology-dependent children in the community. In this study, we conducted a questionnaire after using the simulator with the aim of extracting the learning effects of the simulator and judgment indicators when introducing a new simulator, based on feedback from 4th grade university students and the faculty members. As a result, both groups tended to score low on the question of whether the content was appropriate for learning in the third year, but the scores were generally high, at 3.0 or higher. The training task “endotracheal suctioning for a patient with mechanical respirator” was slightly early in 3rd grade students, and the appropriate timing was shown to be for 4th grade students. Principal component analysis extracts two principal components: “Balance between learning content difficulty and motivation (Achievability)” and “Balance between learning time, cost, and learning effect (Feasibility)”. These two factors were thought to be the promoting and inhibiting factors when introducing a simulator. The future challenge is to popularize the simulator education program which is both achievable and feasible to improve the quality of care for children with home-ventilators and their families.

초등 고학년의 자기주도성과 성격특성이 질문행동에 미치는 영향 분석: 혁신학교 사례 중심으로

Objectives This study aims to develop instructional strategies to enhance questioning behavior, a fundamental active learning activity. It examines the impact of self-directed learning variables, validated in prior research, and the often-overlooked personality traits on questioning behavior. Methods This study examined 129 fifth and sixth graders in a metropolitan city, assessing their questioning behavior, self-directedness relating to goal orientation and growth mindset, and BIG 5 personality traits including openness, conscientiousness, neuroticism, and agreeableness. T-tests analyzed gender and grade differences, while correlation and step-wise regression analyses determined the impact of independent variables on the questioning behaviors across different subgroups. Results Significant higher scores in self-directedness were observed in fifth graders compared to sixth graders with no notable gender differences. Except for agreeableness, no significant differences in BIG 5 personality traits were noted between grades or genders. Influential variables on questioning behavior included conscientiousness, openness, and goal orientation, varying significantly across different grade and gender groups. Influential variables on questioning behavior varied; for 5th graders, the order was conscientiousness, openness, and goal orientation, for 6th graders, it was goal orientation, conscientiousness; for boys, it was conscientiousness, openness, and goal orientation, and for girls, it was goal orientation, conscientiousness, openness, and neuroticism. Conclusions This research highlights the importance of motivational and personality factors in influencing students' questioning behaviors and suggests targeted educational strategies to enhance inquiry-based learning. The findings pave the way for further studies into effective teaching and learning methods that foster critical questioning skills.