• Journal of Korea Entertainment Industry Association
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• v.13 no.6
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• pp.187-202
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• 2019

The main goal of this study is to investigate influence of trust in physical education (PE) teachers and immersion experience in PE classes on attitude and satisfaction during PE classes. Total 863 middle school students in Gwang-ju metropolitan area were recruited by utilizing a convenience sampling method. All data were analyzed by using SPSS statistic program ver. 25.0 (frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, multiple regression analysis). Alpha was set at 0.05. The results of this study is summarized as in the following. First, all sub-factors of trust in the PE teachers partially positively or negatively influence sub-factors of attitude during PE classes. Second, sub-factors of satisfaction during PE classes were partially positively affected to trust in the PE teachers. Third, Attitude during PE Classes were found to have partial positive influence on immersion experience in PE classes. Fourth, sub-factors of immersion experience in PE classes have partial positive effect on the sub-factors of satisfaction during PE classes. Thus, in order to the positive attitude and greater satisfaction during PE classes, it is important to establish the trust of PE teachers through maintaining interaction with students, constructing better systemic class, and creating the class conditions based on considering students' ability. In addition, in order to enhance immersion experiences of students during PE classes, it is necessary to set up learning goals and tasks based on ability of students, to study various teaching method, and to make only focusing on the performance based PE classes without grading.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.765-774
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• 2006

The purpose of this study was to suggest an instructional direction for improving scientific problem-finding ability. For this purpose, the present study made an in-depth analysis about activity on problem finding tasks of high school students in an ill-structured scientific problem situation. Subjects were divided into two groups (cooperative and individual) and two kinds of problem finding tasks were administered to two groups. Results indicated that a cooperative activity on problem finding happened to a series of steps exploring problem situation, expressing knowledge and experience, discussing provisional problems, creating various problems and selecting the best problem. Besides, a cooperative activity on problem finding depended heavily on prior knowledge and experience, and in the meantime, various scientific concepts turned out to naturally be expressed. As for the problems found out during a cooperative activity, their scores in creativity factors, including the degree of agreement in original problem selection came out to be on the whole, as excellent. In addition, the types of the problems found out in open problem situation showed that they were more various than those found out in closed problem situation. Subjects perceived that activity on problem finding had positive influence on scientific concept and science process skills. Findings of this study have the following educational implications: First, it is needed to prepare for educational environment that enables students to explore various knowledge and information. Second, the offering of various opportunities is needed to enlarge the scope of scientific knowledge and experience. Third, it is needed to prepare for a study atmosphere that lets students express their knowledge and experiences freely.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.75-88
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• 2008

The purpose of this study was to understand the factors affecting interactions as well as the students' learning process in small group activities. For this purpose, the changes and characteristics of students' interactions in scientific inquiry experiments were analyzed. This study focused on 2 homogeneous small groups of eighth graders. Students were involved in 13 inquiry experiments for one year and students' interactions in each experiments were observed and recorded using video/audio and the data recorded were transcribed. The analysis of data was based on the method of making a note by looking on and listening to the data repeatedly. Changes in the interactions of the two homogeneous groups differ remarkably. In small group A, owing to the conflicts of students' emotions, learning through social interactions became to be impossible. On the other hand, the interactions in small group B became more active. It seems that this changes are affected largely by the existence of peers who are able to mediate different opinions or feelings among group members. In general, middle school students were poor at receiving peers' opinion, cared a lot about writing reports. The less able students tended to be placed at a disadvantageous position in experiment lessons emphasizing social interactions. Four factors that affected the change of interactions were identified: Is the aim of experiments the understanding or completion of report? Is there any attitude towards peers' suggestions? Is there a disposition to care about peers? Is there any peer to mediate on peers' opinions or feelings? Educational implications of the progression of activities emphasizing interactions and the organization of grouping were drawn.

• Journal of Christian Education in Korea
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• v.77
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• pp.85-105
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• 2024

The purpose of this study is to formulate the direction of Church education, taking into account the negative effects of digital technologies in the era of the Great Digital Transformation. Firstly, the study discussed comprehension of the Great Digital Transformation and negative effects of digital technologies. The term "Great Digital Transformation" signifies a fundamental shift into a world where everything that surrounds us becomes digital-based. In this era of the Great Digital Transformation, the negative effects of digital technologies are intensifying. Secondly, the study discussed the issue of education and church education during the great digital transformation period. The use of digital technologies has been widespread in schools. However, academic circles have raised concerns about the negative effects of digital technology on both the classroom environment and basic academic skills such as reading ability. Since digital education is becoming more popular, there is a fear that church education may fall behind in a rapidly changing society. In conclusion, the study proposed recommendations for reshaping Church education in the era of the Great Digital Transformation, considering the negative effects of digital technologies. The first is Christian worldview education, which is centered around the faith community. Education in the Christian worldview, learned through the interaction with various faiths within the faith community, encourages critical thinking and reflection on the risks posed by the digital age that are associated with capitalism and meritocracy. The second is Christian care, which is centered around the faith community. Christian care in the era of the Great Digital Transformation will help us to form genuine connections with discriminated, isolated, and lonely souls who suffer from negative effects of digital technologies, guiding them towards the path of salvation.

• Journal of the Korean Society of Food Science and Nutrition
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• v.33 no.10
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• pp.1646-1652
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• 2004

This study is to help management of foodservices with the means of preparing a favorable food service environment which will likely improve employees' job satisfaction and present the plans for Quality leadership which are capable of effectively improving the aims of food service. Transformational leadership (4.08) that includes charisma (4.12), intellectual stimulation (4.12) and individual consideration (4.01) was more strongly observed by employees than transactional leadership (3.35) that includes contingent reward (3.99) and management by exception (2.70). According to employees' age, it was shown that individuals over 40 observed transformational leadership significantly more frequently than those below 30. When considering academic background, both transformational leadership and transactional leadership were more strongly observed in the group of lower education. When the type of employment was considered, contract workers showed higher individual consideration and contingent reward than regular workers. Also, when the consideration of working places was taken into account, employees who were employed by schools presented a stronger observance of transactional leadership than employees in industrial cooperation or hospitals. Employees, especially in schools, were more receptive to dietitians' contingent reward than hospital employees. Regarding age, dietitians below the age of 40 had stronger transformational leadership skills, but there was no significant difference in the case of transactional leadership. According to these items of leadership, dietitians over 40 felt stronger in management without exception. Relationship with co-workers was the highest among job satisfaction (3.84), coworkers (4.00), stability (3.60), autonomy (3.76). In the collective food service organization, there was a positive correlation between management expectations and the expectations of the dietitians' management styles and employees' job satisfaction.

• The Korean Journal of Food And Nutrition
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• v.11 no.2
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• pp.200-210
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• 1998

This study was conducted to find out the actual condition of dining-out and the preferences of restaurant and food according to age groups and sex distinction in Pusan area. The survey was conducted on 564 peoples who live or work, including students aged more than 4th grade in elementary school in Pusan area. The results of the questionnaires are as follows ; The reasons of prefferring restaurant were in order of "delicious taste", "comfortable atmosphere" and "economical price", and of no prefferring restaurant were in order on "untasty", "unsanitary" and "unkind employees". Female and student group were more in the items of unexperinced food than male and older group. The menu of preferring were in order of "sliced raw fish", "pizza", "bulgogi", and of no preferring were in order of "dog soup", "gopchang jengol", "ox tail soup" male and older group showed a relatively highest preference for "traditional food", however, female and younger(student group and young group) showed a relatively highest preference for "fast foods". The reasons of prefferring food were in order of "delicious taste", "something like" and "abundance of nutrition", and of no prefferring food were in order of "untasty", "hatred food" and "doesn't suit constitution". Male and older group showed a relatively highest preference for "abundance of nutrition", however, female and younger showed a relatively highest preference for "foreign food". But, the results of the preferences of restaurant and food were different according to sex distinction and age groups.ot;, however, female and younger showed a relatively highest preference for "foreign food". But, the results of the preferences of restaurant and food were different according to sex distinction and age groups.ge groups.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.59-80
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• 2022

The purpose of this study was to develop a workbook that can support the class and evaluation of the subject, 「Food safety and health」 and to verify its validity. The development direction of the workbook was set by analyzing the 「Food safety and health」 curriculum, dietary education materials, and previous studies related to the workbook, and the overall structure was designed by deriving the activity ideas for each area. Based on this, the draft was developed, and the draft went through several rounds of cross-review by the authors and the examination and revision by the Ministry of Food and Drug Safety, before the final edited version was developed. The workbook was finalized with corrections and enhancements based on the advice of 9 experts and 44 home economics teachers. The workbook consists of 4 areas: the 'food selection' area, with 10 learning topics and 36 lessons, the 'food poisoning and food management' area, with 10 learning topics and 36 lessons, the 'cooking' area, with 11 learning topics and 43 lessons, and the 'healthy eating' area, with 11 learning topics and 55 lessons, resulting in a total of 42 learning topics, 170 lessons. The workbook was designed to evenly cultivate practical problem-solving competency, self-reliance capacity, creative thinking capacity, and community capacity. In-depth inquiry-learning is conducted on the content, and the context is structured so that self-diagnosis can be made through evaluation. According to the validity test of the workbook, it was evaluated to be very appropriate for encouraging student-participatory classes and evaluations, and to create a class atmosphere that promotes inquiry by strengthening experiments and practices. In the current situation where the high school credit system is implemented and individual students' learning options are emphasized, the results of this study is expected to help expand the scope of home economics-based elective courses and contribute to realizing student-led classrooms with a focus on inquiry.

• Journal of the Korean Society of Food Science and Nutrition
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• v.40 no.9
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• pp.1244-1255
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• 2011

The purpose of this study was to compare the perception of meals and nutrition knowledge among high school students in Seoul. A survey was carried out on 548 male/female students in general and vocational high schools. The general high school students showed higher frequency of breakfast than the vocational high school students (p<0.001). As for the reasons for eating alone, the general high school students showed high frequency of 'busy', whereas the vocational high school students revealed high frequency of 'irregular meal times' (p<0.001). Concerning the habit of eating alone, 'irregular meal times (25.0%)', 'unbalanced diet (22.4%)', and 'instant food (16.6%)' were observed in that order (p<0.01). The percentage of high school students who regarded family meals as meals eaten with every member of their family was 70.6% (p<0.05). The percentage of general high school students who ate family meals was 61.8% and that of vocational high school students was 50.0% (p<0.01). When agreement with attitudes, environment, and participation in family meals was evaluated using a Likert scale (strongly agree 5 points, strongly disagree 1 point), the general high school students showed a higher level of agreement than the vocational high school students, and the results showed a significantly higher level of agreement as the frequency of family meals increased. Likewise, the groups who scored a higher level of nutrition knowledge had positive attitudes, environment, and participation in family meals with significant differences.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.777-790
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• 2019

The purpose of this study is to investigate the experience of teachers who apply Smart-technology in elementary school STEAM class and the reasons, difficulties when applying the technology and required support. Semi-structured in-depth interviews were conducted with six elementary school teachers with specialized knowledge in STEAM education who have experienced STEAM lessons several times before. The research findings are as follows: First, research participants utilized a variety of Smart-technology in STEAM class, most of which were experiential or interactive technology. Among the STEAM learning criteria, the Smart-technology in 'Creative Design' course was most often applied. Second, they adopted Smart Technology in STEAM class to encourage students to feel interested, actively participate in the class, enjoy indirect experience, and nurture interest in state-of-the-art technology. They used it to prepare for future societies and organize classes that are suitable for STEAM learning criteria. They also used Smart-technology because it was easy to use. Third, they found it difficult to find, secure, and use suitable Smart-technology when applying Smart-technology in the STEAM class. They also had trouble restructuring the curriculum. In addition, there were difficulties in using Smart-technology in the class such as lack of class hours, increased level of activity, insufficient physical environment and unexpected malfunction of Smart-technology, thus interrupted the class. After the class, it was hard to manage Smart-technology and also, there were difficulties in assessment, record, and negative awareness of surrounding people. Fourth, they mentioned that's suggesting education guidelines, develop, and distribute educational materials are required to enable 'Creative Design,' reduce educational content, provide training, secure Smart-technology equipment and provide Wi-Fi, support teacher's club and communities and create an atmosphere to emotionally support teachers in order to activate using Smart-technology in STEAM class.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.2
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• pp.19-32
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• 2020

The purpose of this study was to investigate the influence factors of the university level centering on the entrepreneurial performance of the university students and full-time faculties in the situation of increasing interest in entrepreneurial university. In order to achieve the purpose of the study, a panel data was established from 2015 to 2018 on the basis of the university notification data. The panel data included universities with data on the number of university students and full-time faculty founders for at least two years. Through this, four year data from 154 universities were used for analysis. As an analysis method, frequency analysis and descriptive statistics were conducted to understand the characteristics of the university. Since then, panel negative binomial regression analysis has been conducted in consideration of the longitudinal features and distribution of the data. Also, based on the Hausman test results, the results were interpreted based on random effect model. The results of this study are as follows. First, as a result of the analysis of the entrepreneurial performance and the change trend of the domestic university from 2015 to 2018, the entrepreneurial performance of the university has been steadily increasing in the last four years, and the increase in the number of university student entrepreneurs was relatively higher than the full-time faculties. Second, economic and educational approaches need to be combined to promote university students' start-ups. The university factors that promote the start-up of university students were found to be scholarships, start-up grants, startup lectures, and startup clubs. Third, the openness and regional characteristics of the univeristy can promote the establishment of university students. Fourth, the establishment of a research environment and support for start-ups for full-time faculty members can enhance their start-up performance. The university factors that promote the start-up of full-time faculty were research funds and staffes who support start-up. The conclusions drawn from these findings are as follows. First, overall efforts are needed to develop into an entrepreneurial university. Second, in order to change into an entrepreneurial university, direct support for entrepreneurship is needed. Third, as an entrepreneurial university, it is necessary to find a way to bridge the gap by university according to region and size. Fourth, it is necessary to reinforce the support for linking the research results of universities to start-ups. Fifth, it is necessary to improve the atmosphere for full-time faculty members to be entrepreneur.