This study asked whether two picture prompts, one depicting a critical incidence, called ‘losing a cellphone’ and the other without a critical incidence, namely ‘using a cellphone’ made a difference to the content of story writing. The study also investigated which picture students preferred, one with or without a critical incidence. High school students (N = 101) participated in a story writing task where one of the two prompts was assigned to each student. A survey for preference was implemented to 185 high school students. The results show that when stories were composed under time constraint, whether the critical incident was present or absent was not a significant factor in the writers’ creation of better or worse content in writing. However, the critical incidence in the picture might be considered an attractive tool for story writing, promoting writers’ positive attitude to the task.

Purpose: The purpose of this study were to find out effects of situated learning to problem solving of nursing students. Method: Subjects were 210 nursing students and analyzed by frequency, mean and t-test. Results: Experimental group who experienced situated learning was significantly higher problem solving than control group who didn't experience that. Conclusion: This study found that situated learning in nursing students was effective educational method to develop problem solving. So it is needed to develop various educational methods to improve problem solving according to curriculum.