Experiential Activities Research Articles

대학생을 위한 체험형 평화통일교육

This study aimed to seek for effective educational methods by sharing experiential cases of peaceful unification education for college students and also considering the characteristics of college students. This study shared the peaceful unification education performed as a part of extracurricular activity of C university in K province during the second semester of 2021. C university performed varied education including five times of special lecture on peaceful unification, experiential peaceful unification education, and unification field trip during a semester. Among them, the experiential peaceful unification education aimed to add meanings to it by combining lecture and experiential activities, which aimed to share opinions of participated college students. As college students are the key generation that should design and prepare for the unification process of South and North Korea and the unified future, they need to be encouraged to participate in it. The peaceful unification education of college would need to connect the educational content, major, and college students who are the subjects of unification education, and also to reflect the characteristics of the generation.

가상현실 체험을 위한 팬티 형태의 하네스 개발 및 하중 압력 고찰

Background/Objectives: Because the COVID-19 pandemic increases the time spent at home, the demand for active and active leisure life is steadily increasing. In particular, in the leisure and game industry, the demand for virtual-reality games combined with network technology is rapidly increasing from the desktop-type virtual-reality to active virtual reality experiences using various media and devices. Among these experiential activities, the basic equipment is mainly worn on the upper body, and the harness is worn on the lower body. However, conventional harnesses have problems as they are uncomfortable to wear and cause continuous pain.
 Methods: To improve the comfort and discomfort of the harness, a harness pattern was developed by predicting the load and pressure applied to the body using a three-dimensional (3D) virtual wearing system. After wearing the harness developed using the CLO 3D program virtual model, the clothing pressure in the flight state due to virtual wear was predicted and compared with the actual pressure distribution measured through experiments. For the experiment, pressure sensors were attached to the waist of a human mannequin to observe the change in the load and pressure distribution of the harness.
 Results: The total pressure value was very similar to the actual measured value as a result of comparing the pressure value measured the clothing pressure in the flight state due to virtual wear predicted in the CLO 3D program.
 Conclusion/Implications: Therefore, this study aims to improve the problem of existing harnesses by increasing the immersion of virthal-reality in various activities by suggesting the use of a panty-type harness that allows physical activity to be more free and distribute the instantaneously.

다문화 청소년의 체험활동이 진로태도에 미치는 영향: 자아존중감과 성취동기의 순차적 매개효과를 중심으로

본 연구는 다문화 청소년의 체험활동이 진로태도에 미치는 영향과 이러한 영향에 있어서 자아존중감과 성취동기의 순차적 매개효과 분석을 목적으로 수행되었다. 이와 같은 목적을 위해 본 연구는 다문화청소년 패널조사의 9차 년도 자료에서 선별된 1,051명을 대상으로 SPSS Process macro의 방법을 활용하여 분석을 실시하였다. 분석 결과는 다음과 같다. 첫째, 다문화 청소년의 체험활동은 진로태도에 정적으로 유의한 영향을 미쳤다. 즉, 더 많은 체험활동에 참여하는 것이 진로태도 형성의 수준을 증가시켰다. 둘째, 다문화 청소년의 체험활동이 진로태도에 미치는 영향은 자아존중감에 의해 단순 매개되었다. 이는 더 많은 체험활동에 참여하는 것이 자아존중감의 수준을 높이고, 이어서 진로태도의 수준을 높이고 있음을 보여준다. 셋째, 다문화 청소년의 체험활동이 진로태도에 미치는 영향은 자아존중감과 성취동기에 의해 순차적으로 이중 매개되었다. 이 같은 결과를 통해 더 많은 체험활동에 참여하는 것이 자아존중감의 수준을 높이고, 이어서 성취동기의 수준을 높여 최종적으로 진로태도의 수준을 증가시키고 있음을 알 수 있다. 본 연구의 결과를 기반으로 다문화 청소년의 체험활동을 통해 진로태도의 형성을 보다 효과적으로 촉진하도록 하는 방안을 제안하였다.

The Effectiveness of The Experiential Learning and Cooperative learning Activities in Developing English Speaking Skills for Students SMA Parulian 2 Medan

In recent years, with the rapid development of the economy in Indonesia, English language is consideredas an effective tool to help students find a good job with high income. Many studies on how to improvelearners’ speaking skill shave been carried out among educational researchers in the world and VietNam. However, whether these innovative activities really improve students’ speaking skills at ThaiNguyen University has not been fully investigated. Therefore, this study paper introduces a study on theimproving students’ speaking skills through experiential learning activities of the academic year 2016-2017. The experimental learning, a method was used since it involved the gathering of information aboutthe present conditions. It described the nature of the situation as it existed at the time of the study. Itaimed to determine the effectiveness of using experiential learning activities in improving students’speaking skill at SMA Parulian 2 Medan. The main source of data was the questionnaire and observationto be developed by the writer.

The effectiveness of a field observation exercise to learn process management

AbstractTo address the need for students to better comprehend process management concepts in an undergraduate‐level operations management course, we proposed and examined the effectiveness of an experiential learning activity, the Service Process Observation Exercise (SPOE). After teaching process management topics in the form of a traditional lecture, students were offered the opportunity to observe, record, and analyze a live, functioning process and to report their findings. Analyzing exam results following the activity, we found that the students who participated in the SPOE scored 5.3% higher than students who did not participate on items measuring knowledge of process management concepts. No differences were found on items measuring the knowledge of other concepts covered in the course. These findings are robust, even after controlling for potential covariates, suggesting that the SPOE significantly improves student comprehension of concepts directly related to process management.

WHAT MOTIVATES PHYSICIANS TO ADDRESS CAREGIVER NEEDS? THE ROLE OF EXPERIENTIAL SIMILARITY

Abstract Despite the negative emotional and physical consequences of caregiving, caregivers’ needs and risks are often overlooked in health care settings. This study used survey data from a national random sample of primary care physicians (N=106) to examine the factors associated with physicians’ perceived responsibility to identify caregiver needs and risks, focusing on three theoretically implicated variables: 1) experiential similarity (i.e., physicians having personal experience with caregiving), 2) structural similarity (i.e., physicians being older and female), and 3) secondary exposure to caregivers (i.e., more time seeing older patients and a higher percentage of older adults in their patient panel). Physicians in our sample consisted of 42.5% women; most of whom were white (73.6%). The majority (76.5%) agreed or strongly agreed that they were responsible for identifying caregivers’ needs and risks. Multivariable models controlling for physicians’ age and gender revealed that physicians who had personal experience with caregiving were four times more likely than those without caregiving experience to feel responsible to identify caregivers’ needs and risks (adjusted odds ratio [aOR] 3.90; 95% confidence interval [CI] 1.34-11.41) and to assess caregivers’ mental health concerns (aOR 3.58; 95% CI 1.29-9.94). Structural similarity and secondary exposure did not play significant roles in motivating physicians. Findings highlight the role of experiential similarity in physicians’ motivation to assess caregivers’ needs and risks. Future work may benefit from designing intervention programs for physicians that incorporate experiential learning activities (e.g., conversations in which caregivers share their experiences) and evaluating whether such programs enhance physicians’ sensitivity toward family caregivers.

<span>Designing and organizing STEM education: “Dry hand sanitizer” topic by model 5E in grade 11 organic chemistry</span>

STEM education has been a vital educational trend in the world. Over the past few years, in Vietnam this approach has been practiced widely in the K-12 education to facilitate school students participation in experiential activities and apply knowledge to create products or solve practical problems. In this article, we briefly introduce STEM education and the 5E model to design and organize the topic of "dry hand sanitizing" in grade-11 organic chemistry. We performed the pedagogical experiment by organizing the extracurricular activities at Thien Ho Duong High School, Dong Thap province, and observing their worksheets and learning outputs. The obtained results initially show the efficiency of the proposed method.

육아종합지원센터의 아버지 대상 부모교육 운영현황 및 개선방안 탐색

Objectives This study investigated the operational status of parental education for fathers in the Childcare Support Center and explored the improvement of father education based on this. Methods Total 374 times data of parental education for fathers operated from 2018 to 2021 at the Childcare Support Center located in Busan, Ulsan, and Gyeongnam were collected, and analyzed. And In-depth interviews were conducted to derive an improvement plan. Results First, the father’s education at the center increased continuously for 4 years, but the education for fathers was not actively operated as it was conducted about 5.20 times annual average per center. Second, the education method by fathers and children was operated 1.6 times more than for fathers alone, and one-time education accounted for 65.8% of the total education. Third, father's education was operated the most in the morning on the weekend, and the group size consisted of small groups by 1-10 people and 11-20 people. Fourth, the contents of father's education, 64.1% of experiential activities with fathers and children took place, and the education related to parenting information gradually decreased. Fifth, the improvement plan for father's education is to be operated continuously with the consist of multiple programs in order to increase the participation rate of fathers, and appeared as customized education according to the situation of the child and father, comprehensive approach combining parenting information education and experiential type, an education plan through feedback. Conclusions Through this study, it was possible to check the current status of parental education for fathers at the Childcare Support Center, and explore improvements, and increase father’s participation by planning father education taking this into consideration, and will be able to enhance the effectiveness of education.

Erratum] 2022 개정 중학교 교육과정 총론 개정안의 쟁점과 과제에 관한 시론적 탐색

Objectives The purpose of this study is to examine the problems and issues that the recently announced 2022 revised curriculum summary will cause in light of the middle school curriculum operation experience, and further explore improvement tasks and suggest alternatives. Methods The contents of major issues were analyzed and critically understood in light of the 2015 curriculum operation experience. According to the revised announcement, the middle school curriculum is broadly designed to expand digital basic literacy and information education, connect free semesters and career-related semesters, reduce school sports club activities, secure 68 hours of school autonomous time per year, and expand the opening of school elective courses. Characterized by, etc. Reflecting the school field operation experience of the 2015 revised curriculum is expected to reduce another trial and error. Results According to the research results, first, if digital is basic literacy, science and technology subjects belonging to the same subject (district) share the role of information education from insufficient number of hours in information subjects, so that many information education contents are included in science and engineering subjects. It is necessary to strengthen IT convergence education such as artificial intelligence and maker in middle school technical education by separating technology and home subjects. Second, it is important to abolish the free semester system for the first year, which causes academic decline due to the corona virus, and to properly operate career-related education in the second semester of the third year as practical career guidance is continuously provided within the curriculum. need. Third, instead of dispersing creative experiential activities such as physical education club activities in several places, including school sports club activities, it is necessary to integrate them all into the ‘Physical Education’ section. Fourth, democratic citizenship education, ecological transformation education, and labor human rights education, which were decided to be applied to all subjects by using the use of school autonomous time secured at 68 hours per academic year, are not forcibly injected or reformed in accordance with the Voitelsbach Convention. It is necessary to keep in mind that political citizenship education takes place. Conclusions Therefore, the revision of the general summary of the middle school curriculum will greatly reduce the overlap of school-level goals, human image, and core competencies, actively utilize the school autonomous time to raise the basic academic ability that has plummeted, and focus on facts and scientific content, but avoid controversial content. By introducing the Wojtelsbach Agreement, brainwashing and infusion are avoided, and the revision can be better if it reflects the operational experience and wisdom of the field.

Designing and Delivering Experiential Journalism Tasks in Online Environments: A Framework Grounded in Cognitive Apprenticeship Theory

ABSTRACT Before the COVID-19 pandemic, journalism and mass communication (JMC) schools were increasingly integrating online educational delivery into their programming. The pandemic then forced instructors to transition all programming almost overnight to emergency remote teaching environments. This had an acute disruption on applied courses within JMC professions. As higher education pivots toward an uncertain future amidst a likely endemic COVID-19, JMC instructors will need access to evidence-supported pedagogy that can be contextualized across modalities. This five-round Delphi study featured a panel of 24 experienced online JMC educators, who co-constructed a framework of pedagogical practices and instructional design strategies for designing, delivering, supporting, and evaluating rigorous experiential learning activities in online environments. The resulting framework—called The EXCEL Online Framework—is comprised of 36 primary and 59 ancillary practices that JMC educators can contextualize to their online courses. Analysis revealed the primary practices aligned closely with principles of the Cognitive Apprenticeship Model.

MỘT SỐ VẤN ĐỀ LÍ LUẬN VỀ RÈN LUYỆN KĨ NĂNG TỔ CHỨC HOẠT ĐỘNG TRẢI NGHIỆM TRONG DẠY HỌC CÁC MÔN HỌC CHO SINH VIÊN NGÀNH GIÁO DỤC TIỂU HỌC CÁC TRƯỜNG SƯ PHẠM

According to the 2018 general education program, at the primary level, the organization of experiential activities in teaching subjects plays an important role in developing students' qualities and capacities. However, in fact, the organization of experiential activities in teaching subjects in primary schools still has many shortcomings. In order for the organization of experiential activities in teaching subjects to be effective, primary school teachers must have good skills in organizing experiential activities. Because of that, the central task of the university of pedagogy is to train students' skills in organizing experiential activities in teaching subjects in order to help teachers better understand the nature of organizing activities. Experience in teaching subjects contributes to improving pedagogical capacity. This article has outlined some core theoretical issues about training skills in organizing experiential activities in teaching for students of primary education at pedagogical schools, including the issue of organizing experiential activities. in teaching, skills to organize experiential activities in teaching, and practice skills in organizing experiential activities in teaching as a scientific basis to propose activities to practice this skill to meet requirements current educational reform.

THỰC TRẠNG GIÁO DỤC NHẬN THỨC XÃ HỘI THÔNG QUA HOẠT ĐỘNG TRẢI NGHIỆM VỚI STEAM CHO TRẺ LỐI LOẠN PHỔ TỰ KỈ 5-6 TUỔI Ở TRƯỜNG MẦM NON HÒA NHẬP

Experiential activities with STEAM are an interdisciplinary approach to learning. In the process of social cognitive education (SCE) for children with autism spectrum disorder (ASD) 5-6 years old, educators will combine simple topics and concepts related to Science, Technology, Engineering, Art and Mathematics in specific contexts and associated with children's daily life. This study aims to present the results of a survey of 480 preschool teachers and administrators at inclusive preschools in Ho Chi Minh City on the perception of SCE goals for children with ASD 5-6 years old through the STEAM experience. The survey results show that the majority of preschool teachers are properly aware of the goal of SCE through STEAM experiences for children with ASD 5-6 years old. However, there are still a significant number of preschool teachers who have not shown the correct and appropriate awareness of this SCE. The actual results also indicate some necessary requirements for SCE through STEAM experiences for children with ASD 5-6 years old. This result contributes to providing useful information in building a measure of SCE through STEAM experience for children with ASD 5- 6 years old in inclusive preschools in Vietnam.

GIÁO DỤC NHẬN THỨC XÃ HỘI CHO TRẺ RỐI LOẠN PHỔ TỰ KỈ 5-6 TUỔI Ở TRƯỜNG MẦM NON THEO ĐỊNH HƯỚNG STEAM

Education of social cognition through experiential activities with an interdisciplinary approach, which combine with practical lessons for children with autism spectrum disorder (ASD) 5- 6 years old integrates into issues related to science, technology, engineering, art and math in specific contexts, creating conditions for children with ASD 5-6 years old to accurately understand other people's emotions, empathize, care, create interaction, behave positively with people around, bring value to the community. This study focuses on presenting 4 main components of a theoretical model of social cognitive education for children with autism spectrum disorders aged 5-6 years old in STEAM-oriented preschools with a combination of construction from social emotional learning theory, theory of STEAM education and theory of children with ASD according to ICD 10, ICD 11, including: Social emotions; Sharing cooperation; Social adjustment; Communicate behavior.

Special Issue Introduction: Addressing Healthcare Inequities in Intellectual Disability and Developmental Disabilities.

Special Issue Introduction: Addressing Healthcare Inequities in Intellectual Disability and Developmental Disabilities.

GIÁO DỤC NĂNG LỰC HỢP TÁC CHO HỌC SINH KHIẾM THÍNH HỌC HÒA NHẬP Ở ĐẦU CẤP TIỂU HỌC THÔNG QUA HOẠT ĐỘNG TRẢI NGHIỆM

Cooperative competence plays an important role in the development of integrated learning for deaf students at the beginning of primary school. In order to enhance education for students with hearing impairment, inclusive learning at the beginning of primary school can be done in many different ways, in which education through experiential activities brings high efficiency and sustainability. Practical experience activities will create a favorable environment and conditions for students to overcome hearing impairments, contribute to helping students strengthen the strength of the group as well as each member, create opportunities for each student to complete the task well; form solid interpersonal relationships in groups and collectives; psychological adjustment of each individual, know how to think creatively, be willing to share and confidently integrate into the community. These will bring high efficiency in the education of students with hearing impairments to integrate learning.

VAIKŲ PATIRTINIS UGDYMAS(IS) ŽALIŲJŲ ERDVIŲ STOTELĖSE

Ecological and environmental education is of special importance in dealing with and solving current global problems. This education is not only important, but also very relevant at all stages of a person's age. Properly laid foundations in pre-school education can help the emerging personality the basics of critical thinking, promote their creativity, the quality of relations with others. An ecological awareness training "Green Lesson" took place in Vilnius kindergarten "Rūta", during which the students of the institution together with the seniors of LPS "Bočiai" and representatives of the Vilnius City Association "Žirmūnų bendruomenė" traveled through 5 educational stops. In summary, it can be stated that all five stations offer activities for the contact of small children with nature, research and cognition. The goal of ecological awareness education “Green Lesson” is to accumulate experience in science education through research activities together with social partners by developing ecological awareness. During the “Green Lesson” education, the students of the institution not only gained knowledge on how to sort and use responsibly, shared their family's experience on how to use used materials that performed their functions, but also searched and discovered colors, shapes, smells and shared feelings with seniors, their peers. A mobile exhibition of creative works on canvas held in green outdoor spaces gave children the feel of real artists. Relaxing painting with the help of a pendulum encouraged children to fantasize, to raise problematic questions. Observing the movement of the pendulum and the flowing colors, the little ones became acquainted with the laws of physics, felt a sense of wonder and the joy of cognition. The Green Lesson with seniors not only provided many positive emotions, but also nurtured the realization that we are all members of the global community and that together we can create a healthy environment for all that is alive. After all, the stronger the connection between the community of the institution and the people in the immediate environment, the more information, skills and values are passed on to the child. While traveling through five green spaces, the children were presented with research activities related to artistic expression, creativity, highlighting the aesthetic qualities of nature, and protecting the environment. The joint experiential activity became a symbol of friendship and kindness, which combined experience, knowledge and childlike sincerity. After all, all this has a great impact on the formation of personality, the peculiarities of socialization, the preservation and formation of a mentally and physically healthy generation. Keywords: environmental education, ecological awareness, healthy environment, pre-school education

한국, 중국, 일본의 초중등학교 비교과 교육과정 비교

Purpose: The purpose of this study was to draw implications for Korea's curriculum revision direction by comparing the characteristics and trends of the non-subject curriculum areas in Korea, China, and Japan. Methods: To this end, the name, goal, time allocation, sub-areas, document system and contents of these areas were reviewed and compared in the national elementary and secondary school curriculum revised in 2015, 2017, and 2018 respectively, in Korea, China and Japan. Results: As a non-subject curriculum, Korea has Creative Experiential Activities, China has Comprehensive Practical Activities, and Japan has the Period for Integrated Studies, Special Activities, Moral activities and Foreign language activities. Goals of non-subject curriculum in Korea are, group activities, a sense of community and creative life attitudes, in China it is, value recognition, responsibility, problem solving, and creativity realization, and in Japan, it is morals, foreign language subject goals, and integrated cross-sectional inquiry. In sub-domains, Korea has autonomous activities, club activities, volunteer activities, and career activities. China has inquiry activities, social service activities, design and production activities, and career and other activities. In Japan, moral activities, foreign language activities, class activity, student council activity, club activity, and school event are included. Conclusion: As a result of the comparison of the three countries, a transformation into a generative curriculum rather than non subjecrt or extra-curricular activities, it is suggested and it is necessary to prepare for the possibility of expanding the non-subject curriculum as a preparation for the future society.

Do students’ oral corrective feedback beliefs matter to teachers?

Abstract This study explores the impact of students’ beliefs on teachers’ beliefs regarding oral corrective feedback through a targeted professional development programme. The programme comprised a one-day seminar during which eleven high-school EFL teachers were presented with and discussed the findings of a study of their students’ feedback beliefs, and follow-up experiential learning activities through reflective practice for eight weeks. Data were collected from multiple sources over eighteen weeks. The findings revealed that the teachers did not explicitly acknowledge the influence of their students’ beliefs, but the comments in the follow-up interviews and written reflections showed considerable changes in their views about the workability of immediate feedback, the appropriate choices of feedback types, and the interaction among contextual factors, learner factors, feedback types, and error types. These changes were in the direction of their students’ feedback preferences, which were also aligned with research recommendations. Implications for teacher professional development are discussed.

Intervention initiatives to raise young people's interest and participation in STEM.

For nearly a decade, two science interventions anchored in project-based learning (PBL) principles have been shown to increase student science learning in 3rd grade and high school physical science classes. Both interventions employed a randomized control trial of several thousand students (N = 3,271 in 3rd grade and N = 4,238 in 10th, 11th, and 12th grades). Incorporating a rich background of research studies and reports, the two interventions are based on the ideas of PBL as well as the National Academies of Science's publications, including how children learn; how science learning and instruction can be transformed; and the performance expectations for science learning articulated in the Next Generation of Science Standards. Results show significant positive increases in student academic, social, and emotional learning in both elementary and secondary school. These findings can be traced, in part, to carefully crafted experiential participatory activities and high-quality instructional materials which act as strong facilitators for knowledge acquisition and use. Reviewing the innovations undertaken by these two interventions, this article describes the importance of studying social and emotional factors 'in situ', using the Experience Sampling Method (ESM), that can motivate and engage students in science learning in both elementary and secondary school. Using these 'in situ' data collection (N = 596 students in 3rd and N = 1412 students in 10th, 11th, and 12th grades) along with case studies and repeated measures analysis gave deep insights into emotional and social development for young children and adolescents. These methods should continue to be considered when trying to understand key factors of improving engagement in science.

“In someone else’s shoes:” Utilizing reflection to challenge poverty attitudes and develop critical consciousness

The development of a critical consciousness around issues of poverty is an essential goal of social work educators. Teaching students about poverty requires that they evaluate their preexisting attitudes to assess compatibility with professional social work ethics and values. Recognizing the meaning that students give to their prior attitudes, course experiences, and personal reflections can help social work educators better understand how shifts in poverty attitudes may occur. In this paper, the authors discuss the use of student journaling immediately following experiential learning activities as a useful process for developing empathetic understanding of issues of poverty. Keywords: Poverty, pedagogy, journaling, critical consciousness, experiential learning