• 지역사회간호학회지
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• 제9권2호
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• pp.467-481
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• 1998

The purpose of this survey, in which 2754 students from 35 middle schools from Taegu city participated, was to identify the degree and the relationship of sexual knowledge, sexual attitude and need for sex education. This information will provide useful data, and promote a more systematic, desirable and practical sex education. The data was collected from September 1 to November 8, 1997. Data was analyzed using the statistical computer package, SPSS to manipulate the data along with percentage, mean, $X^2$-test. t-test, F-test and Pearson correlation coefficient. The results from this study were summarized as follows: 1. The mean score of sex related knowledge showed significant differences between boys and girls in general knowledge(boys: 10.85 girls: 11.71, p=0.000), in the area of physical development(boys : 5.29 girls: 5.72, p=0.000), pregnancy & physiology (boys: 3.23 girls: 3.57, p=0.000) and venereal disease (boys: 2.33 girls: 2.42, p=0.000). 2. The mean score of sex related attitudes showed a significant differences between boys and girls on the whole(boys : 57.68 girls: 58.92, p=0.000), in the area of psychological differences of the other sex (boy: 26.13, girls: 28.08, p=0.000), and sexual delinquency and its prevention(boy: 14.28, girls: 13.68, p=0.000). However, in the area of other sex friendships (boy: 17.28, girls: 17.16, p=0.274). There were no significant differences between boys and girls. 3. Those who had a higher sex related knowledge score showed more positive attitudes towards sex, but was of no statistical significance(r= 0.312, p=0.000). 4. The majority of subjects wanted to learn about friendship with the other sex(40.1%), about physical and psychological differences in adolescence(24.0%), about prevention of sexual violence(15.0%), about pregnancy and delivery (7.5%), about venereal disease and medical cures(7.3%), about contraception methods (4.3%), as well as other aspects of sexual knowledge (1.8%), 5. The mean score of sex related knowledge generally was higher when one paid a lot of attention to health (F= 3. 148, p=0.014), when one's father was alive(t=3.930, p=0.000), and when one's mother was alive(t=2.807, p=0.005), Hobby activities also showed a significant difference(F=9.092, p=0.000). The mean score of sex related knowledge generally according higher when one had sex education(F=9.470, p=0.000), when one obtained sexual knowledges from a teacher (F = 5. 742, p=0.000), and when one had middle grade problems with sex(F=13.58 4, p=0.000). 6. The mean score of sex related attitudes generally showed significant differences when re ligion(F=2.691, p=0.03), hobbies (F= 3.499, p= 0.002) were considered. Those who had a father also had higher scores(t=2.538, p= 0.011). The mean score of sex related attitudes generally with respect to a subject's sex was higher when one had sex education(t=5.338, p= 0.000), when one had high grade problems with sex(F=6.023, p=0.002), and when one had the experience of friendship with the other sex(t= 8.106, p=0.000), The following suggestions are based on the above results, 1. Systematic sex education must be performed in middle schools in order to establish responsible attitudes toward sex, 2. Sexual knowledge, attitude, and general sex education classes must be performed seperately for early, middle, and late adolescents, In other words sex education programs are needed for each adolescent development stage.

• Child Health Nursing Research
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• 제6권2호
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• pp.167-185
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• 2000

The goal of this research was to provide the basic data of sexual education for late schooler by finding out what they want to know about sex, or to see, if any, its relevancy between female and male students and between each grade. The sample for this research was a total of 453 students in 4th, 5th and 6th grade from 12 different classes at two elementary schools which were located in C city and in B province. The children were requested to write down three points on what they want to know or to learn most about sex, and their answers were put through two analytical stages in order to classify and to examine. The followings are the conclusions from the data. 1. The female cluster took 44.2% out of the whole sample, and there were 151 students per each grade. The specific girl ratios for each grade were 42.4%, 50.3% and 39.7% respectively. 2. It was noted that a total of 1,195 questions were gathered from the students writings, 45% of the questions was raised by the female students. The 4th grade students raised 432questions (43.8% by the girl) while the 5th. and the 6th grade students raised 387 (53.2% by the girl) and 376 questions (42.3% by the girl) respectively. The average number of questions per students was 2.6 while the female students raised 2.8 questions which was more than the average 2.5 questions by male students. It was the 4th grade female student cluster, which raised the most question (3.0) while the 6th grade male students raised the least question (2.4) in average. 3. The questions raised by the children could be divided into seven categories of the knowledge need on sex. They were Reproduction (310 questions, 25.9%), Sexual Culture (230, 19.2%), Concept of sex (125, 18.0%), Changes of Puberty (172, 14.4%), Sexual Health (119, 10.0%), Anatomy and Physiology of Reproductive System (78, 6.5%) and Sexual Tendency and behavior (71, 5.9%). 4. 'Reproduction' was the most frequently raised questions not only by both sex groups but also by the 5th grade students. Both sexes in the 4th grade showed the highest interest in Sexual Culture while it was Changes in Puberty for the both sexes in the 6th grade. The knowledge need on sex of the children indicated what they understand sexuality. They apprehended sex as sex, gender and sexuality in an inclusive way. They showed a major interest in the biological sex and the sexual activities. It seems that the children managed to understand clearly the meaning of gender, furthermore, they even pointed out that the streotyped sex role, patrimonial system and the sexual discrimination were unreasonable. The students possessed not only the least but also the most negative understanding in regard of sexuality. Two suggestions were made from the above conclusions for the practical sex education as well as its research. 1. For the practice: The sex education for the elementary upper grade school student should be relevant with their cognitive characteristics, also it should be more specific on the reproductive organs of both sexes, the actual scenes of the pregnancy and child delivery procedures. The gender concept should be added to the biological sex education, which will lead them to understand the unreasonableness of today's male-superior phenomenon and correct them. It is also necessary to develop educational programs for this age group so as to help them to understand sex in the sense of sexuality as well. 2. For the research: It is not easy to draw out a through conclusion since this study was carried out as one-time data collection. Yet it is undeniably helpful for the sex education if we can understand what the children want to know about sex, how much they know about it by conducting deep-interview researches through a small number of sample.

• 한국학교ㆍ지역보건교육학회지
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• 제1권2호
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• pp.49-71
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• 2000

The purpose of this study was to serve as a basis for school health care of better quality, by making a comparative analysis of the health care satisfaction and attitude of elementary school students in consideration of their general characteristics and the presence or absence of nurse teacher. The subjects in this study were 919 selected six graders in 16 elementary schools in the city of Tongduchun, Koyang and Euijungbu, Yangju-kun and Yeunchun-kun. A survey was conducted with questionnaire designed for measurement of health care satisfaction and attitude. As a result of analyzing the data collected from June 1 through 15, 2000, the conclusions were as follows. 1) As for the general characteristics of the students investigated, the subjects included 513 boys(55.8%) and 406 girls(44.2%). The schools where 390(42.4%) students attended were located in municipal area, and the schools where 529(57.6%) students attended were located in kun area. 608(66.2%) students had a nurse teacher at their schools, while 311(33.8%) students had no nurse teacher. 498(54.2%) had an experience to use the health room this year, but 421(45.8%) had no such an experience. Their mean school life satisfaction was scored $3.42{\pm}.71$, above the average. And their health condition was rated $3.81{\pm}.87$, which implied they tended to be in good health. 2) The mean satisfaction at the health room operation was scored $3.33{\pm}.71$, above the medium level. What they were most satisfied with($4.02{\pm}1.08$) was, among the health room facilities, that there were beds. But they expressed the least satisfaction($2.83{\pm}1.17$) at the location of health room. The presence or absence of nurse teacher made a significant difference to their satisfactionat health room operation, because the students in schools with nurse teacher showed greater satisfaction($3.42{\pm}.72$) than the others in schools with no nurse teacher did($3.15{\pm}.66$). 3) Concerning their attitude to use the health room in case of disease or accident occurrence, a lot of students in schools with a nurse teacher, who had ever suffered from indigestion, headache or traumatic injury, used the health room. In schools with no nurse teacher, there was a tendency to talk to their class teachers(p<.001). The recognition of the necessity for health counseling was generally on a medium level. The counselor whom they wanted to discuss health problem with was family or friend in the largest cases. Few students discussed with class teachers in case there was a nurse teacher in school. Instead, some of them discussed with friend, family or nurse teacher, and there was a significant difference between them(p<.001). 4) The mean satisfaction at health, sanitation and environmental management was rated $3.20{\pm}.90$, above the average. The classroom lighting gave them the best satisfaction with $3.67{\pm}1.07$, but the satisfaction at toilet cleanness and disinfection was not good with $2.83{\pm}1.19$. By the presence or absence of nurse teacher, those who had a nurse teacher expressed better satisfaction at water supply facilities including hot water than the others who had no nurse teacher did(p<.001). But no significant difference was observed in the other items. 5) The health education satisfaction was rated $3.19{\pm}.99$, which was on a medium level. By item, the mean satisfaction level was $3.36{\pm}1.19$ at nurse teacher's explanation about treatment, $3.13{\pm}1.15$ at the frequency of health education, and $3.08{\pm}1.16$ at the explanation on the cause of disease. By the presence or absence of nurse teacher, the students with nurse teacher showed significantly better satisfaction at every factor0(p<.001). 6) Regarding health education attitude, their recognition of the need for school health education was scored $3.89{\pm}.96$. Those who had a nurse teacher felt it more necessary($3.96{\pm}.92$), yet the others who had no nurse teacher felt its necessity a little less($3.74{\pm}1.01$). The most preferred thing for them to learn in health education was first aid, followed by sex education, obesity prevention, safety accident prevention in school and outdoors, smoking-related health, good use of leisure time, and environmental pollution cause in the order named. According to the presence or absence of nurse teacher, there was a significant difference in sex education(p<.01), but no significant disparities were found in the other factors. The most preferred person who would offer health education was a lecturer from the outside(45.8%) and nurse teacher(45.4%). Their preference for class teacher as a person in charge of health education was just 8.8%. But the presence or absence of nurse teacher didn't produce any differences to their preference for a person in charge of health education.

• 한국가정과교육학회지
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• 제17권4호
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• pp.157-173
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• 2005

본 연구의 목적은 중학교 2학년 가정교과의 '자원의 활용과 환경' 단원을 중심으로 Keller의 동기유발(ARES) 전략을 적용한 수업을 개발하고 실행하여 이 수업이 가정과 학습동기 및 가정교과태도에 효과를 주는 지를 알아보고 학습자의 성적수준 및 동기수준에 따라 가정과 학습동기와 가정교과 태도에 효과를 주는 지를 밝히는 데 있다. 본 연구의 실험설계는 이질 통제 집단 전후 검사 설계(Nonrandomized Control-Group Pretest-Posttest Design)이다. 본 연구 대상은 인천광역시 소재의 중학교 2학년으로 4개 학급 남학생 155명(실험집단 2학급 76명, 비교집단 2학급 79명)이다. 실험집단과 비교집단은 1학기말 가정교과 성적의 학급 평균이 비슷하고 통계적으로 유의미한 차이가 없는 학급으로 선정하였다. 수업 방법에 따른 효과 검증에서 교사 변인을 최대한 통제하기 위해 실험집단과 비교집단 수업을 한명의 가정과it사가 모두 진행하였다. 본 연구의 학습동기 검사도구는 Keller(1987)가 개발한 'The Course Interest Survey'를 박수경(1998)이 번안한 것을 본 연구의 목적에 맞게 수정$\cdot$보완하여 사용하였다. 교과에 대한 태도 검사도구는 이희애(2001)의 도구와 황옥주(2001)의 도구를 참고하여 연구자가 수정$\cdot$보완하여 개발하였다. 동기유발(ARCS) 전략을 적용하여 개발한 교수$\cdot$학습 과정안은 중학교 2학년 자원의 활용과 환경 단원으로 5차시에 해당하는 분량이다. 연구 결과는 다음과 같다. 첫째, 동기유발 전략을 적용한 가정과 수업은 전체 가정과 학습동기, 하위요소인 주의집중, 관련성, 자신감, 만족감 모두의 향상에 효과가 있었다. 둘째, 동기유발 전략을 적용한 가정과 수업은 학습자의 가정교과에 대한 태도 및 그 하위영역인 흥미도, 자신감의 향상에 효과가 있었다. 셋째, 동기유발 전략을 적용한 가정과 수업은 학습자의 성적수준이나 동기수준에 관계없이 강의식 수업보다 학습동기나 가정교과태도의 향상에 효과가 있었다.

• 한국과학교육학회지
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• 제33권7호
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• pp.1431-1449
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• 2013

본 연구는 과학관 설계와 운영을 위해서는 관람객의 관점을 고려해야 하지만 아직까지 그러한 점이 충분하지 않다는 주장에 근거하였다. 이에 본 연구에서는 학생들이 과학관에 대해 어떤 이미지를 가지고 있는지, 그리고 어떠한 전시물을 원하는지를 조사하였다. 조사에 참여한 학생은 영재교육원 중학생 31명과 과학고 학생 177명이었고, 설문지를 이용해 조사하였다. 연구결과, 과학관에 방문한 경험이 있는 학생은 51%에 불과하였으나, 한번 과학관에 방문했던 학생들의 평균 방문횟수는 4.2회로 나타나, 일단 과학관에 방문하고 나면 반복적으로 방문하는 경향이 있음을 알 수 있었다. 과학관에 대한 좋았던 이미지를 조사한 결과, 학생들은 과학관에서 체험과 실험을 했던 것과 다양하고 새로운 전시물, 재미있고 신기하고 흥미로운 전시물 등의 순서로 나타났다. 나빴던 이미지로는, 전시물 자체에 대해서 새로움/흥미부족, 정보/안내 부족, 내용부족, 체험부족의 순으로 구분할 수 있었고, 전시물 외적 요소로는 환경, 관리미비, 운영부족 구성의 불편함의 순으로 구분할 수 있었다. 과학관에 바라는 점을 조사한 결과는, 체험/실험/활동, 다양한/새로움, 재미/흥미 순으로, 전시물 외적 요소에는 관리, 구성, 안내/정보, 환경, 운영 순으로 나타났다. 그리고 과학관 방문횟수가 적을 학생일수록 과학관에서의 외적인 준비를 더 필요로 한다는 것을 알 수 있었다. 이상의 결과를 바탕으로, 제한적이지만, 학생의 관점에서 본 좋은 과학관을 위한 방향을 제안하였다. 학생들에게 국립광주과학관의 4개 대범주를 주고, 각 큰 주제별로 배우고 싶거나 알고 싶은 구체적인 주제를 조사한 결과, 학생들은 1인당 평균 4.0개를 응답하였고, 하나의 주제에 대해서는 평균 2.9개의 응답이 중복되어 나타났다. 주제별로는 '생활 속 과학' 주제, '해양, 우주, 미래의 과학' 주제, '빛과 과학' 주제, 그리고 '문화와 예술과 과학' 주제 순으로 나타났다. 그리고 학생들이 알고 싶고 배우고 싶다고 언급한 주제들은 국내 4개 국립과학관별로는 9.2~19.7%, 전체 평균으로는 36.9%만이 전시되어 있음을 알 수 있었다. 이러한 연구방법과 결과는 과학관의 평가뿐 아니라, 앞으로 과학관 설립이나 특별기획을 위한 계획에서 어떤 전시물을 선정할 것인지에 대한 결정에 도움을 줄 수 있다고 본다.

• 치위생과학회지
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• 제13권4호
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• pp.501-509
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• 2013

본 연구는 치아우식증 예방을 위한 모범 유치원 구강건강관리프로그램의 효과를 확인하고자 2012년 4월 구강보건 교육 전, 후 유아의 구강보건행태 변화에 대해 부모를 통한 설문을 진행하였으며, 유아를 대상으로는 치면세균막관리 능력을 평가하기 위해 교육 전, 교육 직후, 교육 3주 후에 PHP index를 측정하였다. 전체 156명의 유아 중 참여에 동의하지 않았거나, 해당일 결석으로 구강보건교육에 참여하지 못한 유아와 설문지 회수가 되지 않은 유아를 제외하고 총 130명을 대상으로 분석을 실시하였으며, 다음과 같은 결론을 얻었다. 1. 구강보건교육 시행 후 자녀의 시기별 칫솔질 실천율과 칫솔질 빈도, 소요시간, 칫솔질 행동에는 변화가 없었다(p>0.05). 치아건강교육에 대한 관심은 변화 없었으나(p>0.05), 칫솔질 방법 인지와 칫솔질 권유 시 반응, 치아의 중요성 인지는 긍정적으로 변화되었다(p<0.05). 2. 유아의 구강환경관리능력(PHP index)은 교육 전 3.87, 교육 직후 2.71, 교육 3주 경과 후 3.27로, 교육 전에 비해 유의하게 개선된 것을 확인할 수 있었다(p<0.001). 3. 보호자의 자일리톨 급식 인지율은 90.0%, 충치예방효과 인지율은 75.3%, 권유의사는 50.8%였으며, 추후 구강보건교육을 실시할 경우 보호자의 76.9%는 참여한다고 응답하였다. 부모의 관찰 결과 유아의 33.1%는 자일리톨 급식후, 60.7%는 구강보건교육 후 충치예방에 대한 관심이 생겼다고 하였다. 결과적으로 충치예방 모범 유치원 구강건강관리프로그램의 효과를 확인하였으므로 프로그램의 활성화를 위한 노력이 필요하며, 교사와 부모, 유아를 대상으로 계속구강건강관리프로그램을 운영함으로써 유아의 구강건강행동이 습관화되고 칫솔질 능력이 완성될 수 있도록 지속적인 관리와 재교육이 이루어져야 할 것이다.

• 한국학교ㆍ지역보건교육학회지
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• 제2권1호
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• pp.67-84
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• 2001

This study was conducted to examine beauty shop workers' views of job. Data were collected from the workers in Seoul, Daegu, Pohang, Junjoo, and Kimhae from June 1, 2000 to August 31, 2000. The results of this study are summarized as follows. 1. According to general characteristics of the subjects, 28,7% of them was female; 94.2% 'specialized in hair'; 46.4% 'below twenty nine years old'; 47.1% 'married'; 59.7% 'highschool graduate'; 33.9% 'worked for below three years'; 28.5% 'monthly income of five hundred thousand to nine hundred ninety thousand won'; 62.3% 'working for above twelve hours a day' ; 41.0% 'above five workers' ; 40.6% 'working in city'. 2. 54.8% of the respondents thought that they were in good health. 76.3% of them smoked and 54.8% drank. 62.8% of them did not exercise and 78.7% was under stress. 61.5% responded that they chose the job because of its possibility of professional vocation. 91.0% of them obtained the beauty skill from beauty schools. 3. Among the factors which influenced job satisfaction, 'stable job and life security' was highest(43.9%), while 'interest in the job and amount of pay' was lowest(3.2%). 'Personal ability and use of originality' was 19.4% and 'harmonious relationship with fellow workers' was 18.1%. 'Job environment' was 7.1% and 'harmonious relationship with higher workers' was 4.5%. 4. The level workers' view of job was $113.8{\pm}17.3$ points on the basis of 150 points. On the basis of 75 points, each item showed it points in order of self-development($22.3{\pm}3.8$), service for customers($20.1{\pm}3.1$), vocational mission($15.6{\pm}3.1$), harmony with the others($18.9{\pm}3.5$), working environment($18.6{\pm}3.6$), and working condition($14.3{\pm}5.1$). 5. Among the reasons why they considered leaving the job, 24.0% of them considered it because they could not free time, while 15.4% considered it because undesirable living environment or long distance from home. 15.0% thought it because they could not receive proper treatment as much as they worked and 12.8% thought they overworked. 6. When they move into new working places, they consider such factors as good working environment(24.1%), good place to open their own beauty shops(16.7%), good beauty shop to learn beauty skill(15.6%), chance to have job training(9.5%), and close place from home(9.0%). 7. 40.6% of the respondents wanted to leave the job, while 32.3% of them did not want to leave the job. The intention of leaving the displayed significant difference in the variables of age, working period, monthly income, marital status, the number of workers, location of the shop, rank, and reason of selecting the job. 8. According to the results of a regression analysis of factors which influenced job satisfaction, it was affected significantly by intention of leaving job, the number of workers, health condition, level of stress, and monthly income. The beauty shop workers showed low satisfaction level with working environment, working condition, and working mission, They considered leaving the job because of lack of free time, overwork, poor working environment, improper treatment, etc. Therefore, related professionals and organizations must device adequate measures in order to make them work with pride as creators of beauty.