• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.164-166
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• 2021

In the ever-changing policy promotion environment, front-line public officials often have difficulties in public relations because they do not know what and how to do it precisely. Everybody says, "Promotion is important, publicity is a problem," however, the policies will inevitably become useless if citizens are not aware of them. Therefore, this study aims to examine Asan City's policy promotion strategy using social media, the core of mobile communication. In particular, mobile social media service is crucial because it is desirable to actively use it to improve its efficiency and strengthen public communication. In understanding and implementing policy promotion, a practical guide for policy promotion that public relations officials can refer to according to the situation is needed, not a formal manual. In addition, looking at how public institutions operate social media will be an opportunity to provide guidelines for using social media as a powerful means of promoting policies in public institutions in the future. We expect that social media will inform information more quickly and respond efficiently in an emergency information protection situation.

• Journal of agricultural medicine and community health
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• v.36 no.2
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• pp.130-142
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• 2011

Objectives: This study was conducted to develop a participatory learning process and apply it to community empowerment for health promotion. Methods: The participatory learning sessions were composed of three stages according to the modified Freirean model of empowerment education. Stage 1 of generating themes (listening stage) was replaced with a community health forum. Stage 2 of problem-posing was executed via a two-session small group brainstorming discussion for selecting priority community health problems and strategies to solve them. Stage 3 of act-reflect-act, the implementation of the chosen strategies, is ongoing. We tested the feasibility of the participatory learning processes in the pilot programs for health education. Then, 14 Myeon (or Dong) Health Committee members used them in Health Plus Happiness Plus projects for community empowerment to achieve health equity in Gyeongsangnam-Do, Korea. Results: In the pilot program for feasibility, more than 80% of the 95 participants gave positive responses to evaluation questionnaires after three or four participatory learning sessions. Health Committee members successfully selected various strategies relevant to their communities with facilitation, but without any teaching from outside professionals. Conclusions: We successfully applied the participatory learning process to health promotion. However, more studies are warranted to evaluate its long-term applicability.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.537-543
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• 2016

This paper suggests a class model to improve the English oral proficiency for intermediate low English speaking learners. Utilizing the four English skills (reading, writing, listening and speaking), the class model focuses on the learners' schema and discussion strategies. To enhance the learners' motivation and match their cognitive capacity, 10 discussion topics were prepared by surveying the learners. A pilot experiment was conducted to investigate the teaching effects of the discussion class model with 26 college students majoring in English in Seoul. The participants' oral proficiency was measured both before, and after the instructions by OPIc (Oral Proficiency Interview in computer). As a result of the experiment, the percentage of participants whose oral proficiency levels were lower than intermediate mid decreased from 82% to 47%. In addition, the percentage of participants with higher oral proficiency than intermediate low was increased dramatically from 18% to 53%, which supports the claim that through discussion, the class learners' diverse and creative ideas need to be expressed in a formal and intelligible language. Finally, through the findings of the study, the possibility of a discussion class can be expected, regardless of the learners' low level of oral proficiency.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.229-248
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• 2014

The purpose of this study is to draw guidelines on how to select traditional games that would efficiently help and develop multiple intelligences in children. Guidelines standard of section inquiries were prepared through a Delphi survey targeting twenty experts in early childhood education and traditional games. As a result, linguistic intelligence questions regarding writing, listening, speaking and vocabulary acquisition were selected. logical-mathematical intelligence questions regarding strategy, counting, patterns, hypothesis, verification, and comparing, contrasting, calculating ability were selected. Spatial intelligence questions regarding drawing, coloring, representation activities, operating and creating were selected, physical performance intelligence questions regarding global muscles, eye-hand coordination, flexibility, accommodation force, balance, agility and muscular strength were selected. Musical intelligence included questions about singing, and playing musical instruments. Interpersonal intelligence included perspective-taking, role-sharing, cooperation and discussion. For intrapersonal intelligence questions regarding personal significance-ties, planning-decision making, emotional expression and problem solving were selected. Finally, in relation to naturalist intelligence, questions regarding living organisms, inanimate objects and seasons were selected. In addition, traditional games were analyzed based on the finalized guidelines, and the results showed that each of the traditional games would not only work with one intelligence at a time but with other different intelligence as well. In the light of that, the study confirmed the validity of the guidelines on how to select traditional games that would develop multiple intelligences in children.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.31 no.3
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• pp.29-50
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• 2020

The purpose of this study is to analyze the characteristics of the media contained in textbooks for students with disabilities based on the information processing model, and to find ways to utilize library materials for class improvement for them. To this end, the media included in the in-depth learning activities of the Korean language textbooks of the 2015 revised special education basic curriculum were analyzed. As a result of the analysis, it was found that students with disabilities received information mainly through vision, process information through understanding, and use language intelligence to produce results. Specifically, they accepts learning contents through illustrations and texts, processes the contents based on understanding such as reasoning and explanation, and then uses linguistic intelligence such as writing and speaking to produce results. Based on the results of this analysis, a practical method to utilize library materials in the Korean language class of students with disabilities was proposed as follows. Developing a variety of input mediums based on reading stages and collection mapping for students with disabilities. Providing book materials through reading and listening. Teaching appropriate methodological knowledge to self-directly solve advanced learning activities. In addition, developing types of writing and writing strategies that can help various production activities.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.457-476
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• 2009

The research aimed to investigate characteristics of middle school students in a biology class as science gifted education in terms of self-regulated learning abilities, personality traits and learning preferences. The twenty subject in the study responded to questionnaires of a self-regulated learning ability instrument, a personality trait tool, and a learning preference survey in March, 2009. It was found that the research subjects showed higher levels of cognitive strategies, meta-cognition, and motivation than those students in a previous study(Jung et. al., 2004), while environment was opposite. The level of cognitive strategies was significantly correlated with meta-cognition(r=.610, p=.004) and motivation (r=.538, p=.014) and meta-cognition with environment(r=.717, p=.000). Those students who showed highest levels of self-regulated learning ability displayed various personality traits. One male student with the highest level of self-regulated learning ability showed a personality of hardworking, tender-minded, and conscientious traits and wanted to be a medical doctor. The female student with the second highest level of self-regulated learning ability presented a personality as creative, abstract and divergent thinker and she showed a strong aspiration to be a world-famous biologist with breakthrough contribution. The five students with highest levels of self-regulated learning ability showed a common preference in science learning: they dislike memory-oriented and theory-centered lecture with note-taking from teacher's writings on chalkboard; they prefer science learning with inquiry-oriented laboratory work, discussion among students as well as teachers. However, reasons to prefer discussion were diverse as one student wants to listen other students' opinions while the other student want to present his opinion to other students. The most favorable science teachers appeared to be who ask questions frequently, increase student interests, behave friendly with students, and is a active person. In conclusion, science teaching for the gifted should employ individualized teaching strategies appropriate for individual personality and preferred learning styles as well as meeting with individual interests in science themes.