• Land and Housing Review
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• v.7 no.2
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• pp.77-85
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• 2016

The government has switched the purpose of housing policy, from the 'housing supply' to 'housing welfare', with the Housing Laws established in 2015 under evaluation that resident stability and resident standard were improved. But, as 'affordable' housing is gradually decreasing, residential environment has become more poor. Residential environment is a basic element for the child safety, health, and better education. This study explored that the poor resident environment had effect on the child, figured out the situation on housing poverty of domestic child and searched the situation of the residential policy of domestic and foreign child. The main results are as follows. First, the poor resident environment of childhood has a bad effect on the physical health, mental health, academic achievement and cognitive development. Second, 1.29 million children (11.9%) are living in condition of housing poverty below minimum resident standard and are concentrated in certain areas. Third, the policy on housing poverty of domestic child is almost absent and focuses on the elderly, young people. this study discussed political and practical solutions based on these research results. On the basis of these research results, as policy suggestions we proposed housing policy making based on the UN Convention on the Rights of the Child, evidence-based housing policy enforcement and, residential policy suggestions under the responsibility of central government, and as practical suggestions community working as the subject and related agency's solidarity from prevention activity of housing poverty and child advocacy point and we discussed way for issue and analyzed related laws, policies, commitments.

• Journal of Engineering Education Research
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• v.10 no.4
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• pp.78-92
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• 2007

This study presents how the engineering ethics instructional modules have been developed based on Korean culture and how they are implemented into the existing engineering curricula at Sungkyunkwan University. The engineering ethics instructional modules were designed to be taught by engineering faculty members who did not have any teaching experience in ethics. As a result, it was determined that the engineering ethics instructional modules should include a detailed instructor lesson plan and all supporting resources such as slides (Power Point base), and handouts, or assessment units (pre- and post-test). Two 75 minute modules developed in this study consist of the diverse instructional activities for various student group sizes. In order to improve students' interests and classroom attention, various visual and audio resources such as famous movies, cartoons, and poems were included in the instructional resources. In addition, a number of case studies which might happen in the students' daily lives were chosen. The resulting ethical module No. 1 has been instructed in the existing engineering classes during the 1st semester in 2007. Overall, the students reported positive impressions of the modules and the faculty members also reported favorable perceptions of the modules. Also, team based activities encouraged students to participate in constructing the event trees, which are a basic analysis tool for ethics case studies. The results of this study will provide a guideline of implementing engineering ethics into the engineering curricula to other engineering programs and schools.

• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.97-111
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• 1993

본 연구는 국민학교 실과 과목의 식품 영양 단원에 관한 교사, 학생의 인지 및 학생의 지식, 태도, 기능 평가를 위하여 71개 인천시내 공립 국민학교 4,5,6학년 교사 510명과 12개교학생 1,754명을 대상으로 설문조사를 통한 내용을 분석한 것으로 연구의 목적은 1)실과의 정해진 교육목표에 관한 교사의 인지정도 규명 2)식품, 영양 단원에서 교사가 중요하다고 인지하는 내용과 가르치기에 어려움을 느끼는 내용 규명 3)교사가 인지하는 식품영양 단원학습을 증진하기 위한 요소 4) 학생들이 흥미를 느끼는 내용 5)본 단원 학습 후 학생의 지식, 태도, 기능 정도 6)지식, 태도 기능간의 상호 상관관계 규명 등이며 그 연구결과는 다음과 같다. 1. 교사들이 인지하는 실과의 정해진 교육목표는 거의 모두가 중요한 것으로 나타났다. 2. 교사들이 인지하는 식품 영양 단원의 중요한 내용은 영양과 질병과의 관계, 식품위생, 식품저장 등이며, 가장 중요하지 않은 내용으로는 영양 필요량이었다. 또한, 지도에 어려움을 느끼는 내용은 영양 필요량, 조리준비, 식품구성/함유량 등이며 어려움을 느끼지 않는 내용은 영양과 질병과의 관계, 식품위생, 식품저장 등이었다. 3. 교사가 인지하는 단원 학습 증진을 위한 긍정적 요소는 적합한 실습설비와 자료, 시청가자료등이었고 부정적 요소는 남교사, 실험 실습이 필요한 부분은 숙제로 미루는 것 등이었다. 4. 학생들이 흥미를 느끼는 내용으로는 간단한 음식 만들기, 영양소의 기능, 영양문제 등이었고, 쥬스나 차 준비, 조리연료, 부엌용구 사용법 등은 흥미를 느끼지 못하는 내용이었다. 5. 학생의 학업성취 중 지식은 4학년이 식품위생, 기초식품군이, 5학년은 알맞은 조리용구, 조리원리, 6학년은 여가활용의 뜻, 올바른 예절 등이 90% 이상 바르게 답하였고 5학년의 삶은 달걀의 화학적 변화, 감자의 주된 영양 등은 60%이하였다. 6 태도 테스트 결과는 5학년이 4,6학년보다 약간 높은정도(Mn=3.653) 였으나 기능테스트에서는 4학년이 5,6학년보다 약간 낮게 (Mn=3.0) 나타났다(구체적인 것은 본문 참조). 7, 4, 5, 6학년 모두 지식, 태도 기능 간에 정적 상관을 나타내었는데 특히 태도와 기능 사이에는 4학년 r=.7166, 5학년 r=.5175, 6학년 r=.6796을 나타내었고 지시과 태도(4학년 r=.1546, 5학년 r=.0872, 6학년 r=.2192)와 지식과 기능사이에서는 (4학년 r=.1631, 5학년 r=.0585, 6학년 r=.2521)태도와 기능간보다 약한 상관관계를 보였다.

• Journal of Digital Convergence
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• v.14 no.8
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• pp.19-36
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• 2016

The purpose of this study was to analyze domestic and overseas cases of flipped learning instructional design model and actual classes in K-12 Education, and find out educational implications in order to design effective flipped learning. Papers, 14 articles in domestic and international journals, were collected. As results of the analysis, first, flipped learning instructional model was presented as flipped learning that applied to ADDIE model and 8C model etc. Second, 'Activities before classroom' consisted of watching lecture videos, lecture notes etc. 'Activities during classroom' was checking prior learning in early stage, individual activities and cooperative activities in middle stage, and solving quizzes, reviewing in later stage. After class, students performed tasks and questions&answers. Third, in case of creating lecture video, they used application such as Screencast-o-matic, Explain Everything; In contrast, some cases utilized online web-sites such as YouTube or Phet. Fourth, positive results were shown in learners' academic achievement, motivation and learning attitude etc. This research has a significance in terms of analyzing the flipped learning instructional model and flipped learning activities, and providing the preliminary data to facilitate the design for the effective flipped learning.

• Journal of Digital Convergence
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• v.13 no.7
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• pp.223-228
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• 2015

This study aims to verify the effect of the strength note program by comparing and analyzing the effect of the strength note program on self-esteem and self-efficacy of university students in Convergence Age. This study targeted 70 male and female university students in G area and the subjects were asked to find their and other people's positive characteristics or strengths once a week and record them. For analysis of the collected data, frequency and percentage analysis and paired-t-test were conducted using SPSS WIN 20.0. As the result, the strength note program significantly influenced the improvement in self-esteem and self-efficacy of university students. This result demonstrates the necessity of the strength note program for improving self-esteem and self-efficacy of university students. Therefore, there is a need to provide a specific and systematic strength note program to help university students get over diverse problems. It is considered that this will help mental health, academic achievement and career search of university students and contribute to the enhancement in happiness and the quality of life. Also it will be the basis for future longitudinal studies through interdisciplinary convergency research.

• Journal of Yeungnam Medical Science
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• v.18 no.2
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• pp.253-266
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• 2001

Background: The causes of ADHD(attention deficit hyperactivity disorder) are various, so it is impossible to understand the whole characteristics of ADHD, only with simple intelligence testing scales. We compared cognitive characteristics of ADHD group with normal controls with Korean Kaufman Assessment Battery for Children(K-ABC). It is well known to evaluate neuropsychological and cognitive aspects of the children. Materials and Methods: Age and sex matched 40 ADHD patients and 40 normal controls tested with the K-ABC. Each subscales compared between pre-treatment patients and controls, pre-treatment and post-treatment in patient group, post-treatment patients and controls. Results: Significant differences are observed in sequential processing, simultaneous processing, cognitive processing and achievement between pre-treatment patients and controls, and in gestalt closure between pre-treatment and post-treatment patients group. But there are no significant differences between pre-treatment patients and controls in gestalt closure and reading/decoding. Conclusions: Methylphenidate improved the scores of simultaneous scale, which means improvement of executive functions such as divided attention, analysis and organization. Methylphenidate also reduced distractibility.

• Journal of the Korean Data and Information Science Society
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• v.25 no.6
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• pp.1407-1418
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• 2014

Korean youth spend tremendous time in school for preparing for college admissions. Their academic achievement and overall satisfaction with their lives are affected by how well they adapt to life in school. Successful adaptation to school is important enough to affect a student's future social life. One of the factors that affect adaptation to school is the psychological condition of adolescent anxiety. Anxiety is one of the common mental disorders that appear in people who are not familiar with new environments. Anxiety is known to be related to behavioral problems, and problems with psychological and emotional adaptation. This condition is dramatically increased in adolescents.Parental conflict in particular is known to be a major factor in affecting youth anxiety. As parental conflict became more severe, children felt more negative emotions such as anger, sadness and worry. Moreover, when a child's issue caused the parental conflict, there were more side effects in the emotional condition of the child. This study shows how parental conflict affects a child's anxiety and a child's school life.This problem is analyzed through structural equation modeling.

• 대한공업교육학회지
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• v.31 no.2
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• pp.64-82
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• 2006

This study investigated what effects multiple intelligence, through which the diverse intelligence abilities of a learner are identified, has on technological problem solving ability according to sex. And it was carried out to present a way to reduce the gap between boys and girls in technological problem solving ability. The subject was 833 middle school students in the third grade (boys: 423, girls: 410) whose schools are located in a megalopolis or more large area. And the instruments developed by Yong-Lyn Moon(2001) and in CRESST(1998) were used. The results of this study are as follows. First, it appeared that there were statistically meaningful differences at six items in multiple intelligence between boys and girls. The six items were bodily-kinesthetic intelligence, logical-mathematical intelligence, naturalistic intelligence, musical intelligence, interpersonal intelligence, and introspective intelligence. Second, in technological problem solving ability, it appeared that boys and girls showed statistically meaningful differences at self-regulation and problem solving strategy. Third, it appeared that logical-mathematical intelligence, linguistic intelligence, introspective intelligence, and natural intelligence had an effect on boys in the way of self-regulation and logic-mathematical intelligence, introspective intelligence, naturalistic intelligence, and linguistic intelligence did on girls. Fourth, it appeared that logical-mathematical intelligence, musical intelligence, and bodily-kinesthetic intelligence had an effect on boys in the way of problem solving ability and linguistic intelligence and musical intelligence had on girls. Fifth, it appeared that logical-mathematical intelligence did an effect on both sexes in drawing up the understanding of contents. On the basis of the results of this study, the area related to multiple intelligence directly or indirectly should be developed in the course of designing the primary and secondary curriculums to reduce the gap between boys and girls in multiple intelligence. With these efforts, the scholastic attainments gap caused by the difference of multiple intelligence will be overcome.

• KIPS Transactions on Software and Data Engineering
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• v.5 no.11
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• pp.527-534
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• 2016

The emergent information society requires the talent for creative thinking based on problem-solving skills and comprehensive thinking rather than simple memorization. Therefore, the Korean curriculum has also changed into the direction of the creative thinking through increasing short-answer questions that can determine the overall thinking of the students. However, their scoring results are a little bit inconsistency because scoring short-answer questions depends on the subjective scoring of human raters. In order to alleviate this point, an automated scoring system using a machine learning has been used as a scoring tool in overseas. Linguistically, Korean and English is totally different in the structure of the sentences. Thus, the automated scoring system used in English cannot be applied to Korean. In this paper, we introduce an automated scoring system for Korean short-answer questions using predictability and unanimity. We also verify the practicality of the automatic scoring system through the correlation coefficient between the results of the automated scoring system and those of human raters. In the experiment of this paper, the proposed system is evaluated for constructed-response items of Korean language, social studies, and science in the National Assessment of Educational Achievement. The analysis was used Pearson correlation coefficients and Kappa coefficient. Results of the experiment had showed a strong positive correlation with all the correlation coefficients at 0.7 or higher. Thus, the scoring results of the proposed scoring system are similar to those of human raters. Therefore, the automated scoring system should be found to be useful as a scoring tool.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.7
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• pp.175-185
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• 2019

In order for learners with different characteristics to reach meaningful learning, the curriculum - class-assessment must be integrated. In this study, we classified the integration into three aspects: content compatibility, operator convergence, and institutional connectivity, and looked at the status of unifying special classes in general schools from each perspective. As a result of the study, in terms of content suitability, adjustment of the curriculum to those subject to special education-professorial revision-assessment adjustment was not performed well except for subjects where individualization professors were conducted. From an actor's perspective, the ambiguity of the roles of general and special teachers resulted in the inability of curriculum coordinators, educators, evaluators and others to agree or even minimal consultations. In terms of institutional linkage, the authority and role of curriculum coordination, professorial revision, and assessment coordination were unclear except for subjects where individualization professors were conducted. As an alternative to discuss and remedy these problems, it proposed increasing awareness of individualized education, compulsory consultation and institutional readjustment.