• The Journal of the Korea Contents Association
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• v.12 no.6
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• pp.457-465
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• 2012

The purpose of study was to exploring on the educational values in after school physical programs. The participants were students in grades 5 (3), after school parents who are interested in sports activities (3), after school sports activities led by experienced teachers in three of were selected as study participants. The data were collected through in-depth interviews, collected data were transcribed and coded for domain analysis, classification analysis. The analysis of the results were as follows. After school physical activities, educational significance of the various values of physical activity experiences, meeting with school physical education and sport, educational welfare: the elimination of educational disparities, physical culture, introductory appeared.

• Journal of Digital Convergence
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• v.14 no.6
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• pp.477-487
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• 2016

This study examines the relationship between ego-resilience, mattering and school life adjustments of elementary students participating in physical activity after school. The number of subjects for this study were 429 who were participating in the physical activity after school in Gyeonggi-do. The reliability and validity test of the questionnaire and descriptive analysis, factor analysis, correlation were conducted by using SPSS 20.0 and structural equation model was conducted by using AMOS 20.0 program. The results are as follows; First, ego-resilience of elementary students participating in physical activity after school affects their mattering. Second, mattering of elementary students participating in physical activity after school affects their school life adjustments. Third, ego-resilience of elementary students participating in physical activity after school affects their school life adjustments. Lastly there is a causal relationship between ego-resilience, mattering and school life adjustments of elementary students participating in physical activity after school.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.372-384
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• 2019

The purpose of this study was to investigate the meaning of the extracurricular activities in the early childhood education institutions because the discussions and the discrepancy between theoretical viewpoint and reality are gradually expanded. For this purpose, the classes of three early childhood education institutes were observed, and interviews with the instructors were conducted where extracurricular activities programs were implemented. The meanings of extracurricular activities in the early childhood education institutes were 'coexistence of newness and pleasure', 'meaning as learning', 'diverse teaching media experience' and 'inevitable limit' in the reality of formal lessons and other situations. Based on the results of this study, it is necessary to make comprehensive and complementary approaches between the formal curriculum and extracurricular activities for the future high quality extracurricular activity education. Continuous training and education of the instructor are required for better extracurricular activities.

• Journal of the Korean Data and Information Science Society
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• v.22 no.5
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• pp.867-875
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• 2011

In this paper, we investigate the true state of administration about after-school programs of disability schools, study the requests of the children' protectors, and support the basic materials to find the systematic and concrete after-school programs of disability schools.

• The Journal of Pediatrics of Korean Medicine
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• v.21 no.1
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• pp.41-51
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• 2007

목적 : OVA에 유도된 천식 쥐 모델에 향소산가미방을 투여한 후 $PPAR{\gamma}$의 변화를 조사하여 향소산가미방의 천식 치료 기전을 알아보고자 하였다. 대상 및 방법 : 8주된 암컷 BALB/c 마우스에 첫 날과 14일 후에 20 ${\mu}g$의 OVA를 알루미니윰 하이드록사이드 1mg과 혼합한 후 총 200 ${\mu}g$를 복강 내로 주입하여 감작시켰다. 처음 감작시킨 날로부터 21,22,23일 후에 천식 모델에 사용하는 초음파 분무기를 이용하여 세 번째 감작시켜서 천식 마우스 모델을 만들었다. 천식 마우스 모델을 만드는 기간 중 OVA를 복강 내로 주입한 후 19일째에 24시간의 간격으로 향소산가미방을 7일 동안 경구 투여하여 향소산가미방의 효과를 조사하였다. 기관지폐포세척술은 마지막 감작 후 72시간 후에 실행하고 기관지폐포 세척액의 총 세포수를 측정하였다. $PPAR{\gamma}$의 발현은 천식 마우스 모델의 폐와 향소산가미방을 투여한 마우스 모델의 폐를 적출한 후 Western blotting 방법을 아용하여 측정하였다. 병리 조직학적 검사는 hematoxylin 2 and eosin-Y 염색을 이용하여 조사하였다. 결과 : 정상 군과 비교하여 OVA감작 천식 쥐 모델에서는 72시간 후에 총 세포 수가 증가하였다. 특히 OVA감작 천식 군에서 증가된 호산구의 수가 향소산가미방을 투여 한 쥐 군에서는 유의하게 감소하였다. OVA감작 천식 쥐 모델에서 72시간 후에 정상 군과 비교하여 핵 내에서의 $PPAR{\gamma}$단백질의 발현이 약간 증가하였다. 그러나 향소산가미방을 투여한 쥐 모델에서는 세포질과 핵 내에서 $PPAR{\gamma}$단백질의 발현이 유의하게 증가하였다. 조직학적 검사상 정상 군과 비교하여 OVA 감작된 천식 쥐 모델에서는 폐포, 세기관지, 기도내강 주변에 많은 염증 세포들이 있었다. 그러나 가미향소산 을 투여 한 후에는 염증 세포들이 유의하게 감소하였다. 결론 : 가미향소산은 $PPAR{\gamma}$작용제로서 역할을 하며, 천식에 대한 치료제 또는 예방제를 개발하는 데 후보 물질이 될 것으로 사료된다.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.519-538
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• 2011

The purpose of this study is to test whether the teaching method with the Zone of Proximal Development (ZPD) proposed by Vygotsky can be more effective at learning attitudes and problem-solving abilities in the middle school's after school class. This study find that there is meaningful difference between before and after learning attitudes and problem-solving abilities of control group students. This results accord closely with expected of after school as mentioned earlier.

• 대한공업교육학회지
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• v.37 no.2
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• pp.77-98
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• 2012

The purpose of this study is to investigate what kind of activities by specialized highschool students who have a sense of learned helplessness do after school, and then to inquire if there would be any of differences between their school activities and after school activities. The students in J specialized highschool for vocational education, located in D city participated in the program of improving learning motivation for students with learned helplessness. We selected 15 out of them as the subjects who were judged to be suitable for this study through 'Convenience sampling'. The research methods of this study is qualitative research methods by observation and in-depth interviews. The results are as in the following. First, daily activities after school of the specialized highschool students with learned helplessness can be divided into 3 groups; leisure activities, learning activities, and sustenance activities. Most of the students spend a lot of time doing leisure activities such as playing with a computer, watching TV, doing something with their friend, and killing time. Secondly, the character of daily activities after school of the specialized high school students with learned helplessness is different from that of the students' school activities connected with their daily activities after school. Based on the results we need to consider the character of the students' daily activities after school so as to help the students with learned helplessness, especially in specialized school.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.354-368
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• 2022

The purpose of this study was to verify whether there were significant differences in the levels and relationships of emotional intelligence, school adaptation, self-resilience, positive human relationships, and depression between elementary school students who participated in after-school music activities and those who did not. The participants of this study were 379 fourth, fifth, and sixth grade elementary school students in the Capital Area and Gyeongnam Province participated in after-school music activities and 368 students who did not, totaling 747 students. For research analysis, t-test and multi-group analysis were performed, and the analyzed results are as follows. First, the level of emotional intelligence, self-resilience, positive human relationships, and school adaptation were higher in the participating group and the level of depression was lower than the group that did not participate. Second, as a result of multiple group analysis, the participating group had stronger influences on the paths of [emotional intelligence→self-resilience], [emotional intelligence→positive human relationship], [emotional intelligence→depression], [emotional intelligence→school adaptation], and [self-resilience→school adaptation] than those of non-participating group. Third, the participating group showed mediating effects from self-resilience, positive human relationships, and depression in the relationship between emotional intelligence and school adaptation. On the other hand, the non-participating group manifested significant mediating effects only from self-resilience and depression variables in the relationship between emotional intelligence and school adaptation.

• The Journal of Korean Academy of Sensory Integration
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• v.8 no.1
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• pp.27-40
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• 2010

Objective : This study is designed to identify effect of a sensory integration(SI) program provided to elementary school students as an after-school activity. The study is looking at both occupational performance components and school-task performance which is an area of occupational performance. Methods : SI program specially designed as an after-school activity was provided to three boys who are first- or second grade students of Y elementary school in Dae-Jeon city. The SI intervention was organized with 25 sessions and carried out for two months. One group pretest-posttest design was used to evaluate the effectiveness of the SI program. Measurements used are Short Sensory Profile(SSP), K-DTVP-2, and BOTMP for occupational performance components, and School Function Assessment for functional schooltask performance. Results : It is found that posttest scores were enhanced in all assessments SSP; BOTMP; K-DTVP-2; and SFA. Conclusion : Results of this study simply propose that sensory integration program designed as after-school activity may have positive effects on not only occupational performance components but also on school-task performance of elementary school student. Since sample size is too small, however, there is limitation to find statistical significance. Further researches testing large number of subjects are required to boost the finding of this study.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.469-480
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• 2020

The purpose of this study is to empirically analyze the effects of middle school students' participation in after-school sports on psychological well-being. A survey was conducted on 280 students in 7th, 8th, and 9th grades attending two middle schools in Gongju-si, Chungnam, for one month from September 8 to October 17, 2019. The scale developed by Ryff (1995) was used to measure psychological stability. Subfactors including self-acceptance (6 questions), positive interpersonal relationships (5 questions), autonomy (6 questions), environmental control (5 questions), purpose of life (5 questions), and personal growth (5 questions) comprised a total of 32 questions measured on the Likert 5-point scale. The internal fit score (Cronbach's alpha) was .76-.83, with 146 students (52.1%) participating in after-school sports activities. The effect was high in the participant group. All variables, including the six subfactors, were verified statistically. These findings are consistent with the studies of Kang Myung-hwa (2011) and Kim Pan-su (2012), which reported that the sports activities of middle school students directly affect the development of emotions. This study verified the need to strengthen after-school sports activities and to engage problem children. After-school sports activities should be reviewed in the context of social issues that are becoming increasingly serious.