• Journal of The Korean Association of Information Education
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• v.6 no.3
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• pp.279-287
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• 2002

These days, school education is making every possible effort to bring up a human able to opposed creatively to 21 century social, because of society is global and informational step by step. For this, the special activity in the seventh curriculum is expended and reorganized from three areas to five areas. On the other hand, the special activity is pushed ahead with the developmental activity in consideration of student's ability and aptitude. However, the teachers are difficult to organize of the developmental activity in based on student's ability and aptitude. Because of developmental activity is organized in the beginning of a term, not only the teachers are fallen to realize student's ability and aptitude but also students ignore ability and aptitude themselves. Therefore this paper designs a program based on MI(Multiple Intelligence) theory to compose developmental activity effectively. Up to now, MI is introduced nine kinds of intelligence, Linguistic Intelligence, Logical-Mathematical Intelligence, Musical Intelligence, Spatial Intelligence, Bodily-Kinesthetic Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, Naturalist Intelligence, and Existentialist intelligence. this paper designs the K-MIDAS test[1] based on seven kinds of intelligence areas and implements developmental activity program suit to student's ability and aptitude based on the MI test result.

• Journal of Music and Human Behavior
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• v.1 no.1
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• pp.11-32
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• 2004

According to Edwin Gordon(1987, 1997, 2003), music aptitude is a product of interaction of innate potential and early environmental experiences. He referred to music aptitude of children up to nine years of age as developmental music aptitude which fluctuates due to musical environment. Music aptitude stabilizes at age nine, and the music aptitude after age nine is called "stabilized music aptitude". This research is to examine Gorden's hypothesis that the younger a child receives music education, the higher music aptitude. Also, this research is to experiment the effect of Audiation activities developed in Audie Music Curriculum on music aptitude. The researcher and another Audie teacher as a co-teacher guided children together for 30 minutes once a week. The pedagogy guidelines for informal guidance in music learning theory were kept throughout the classes. Also, Audie's teaching method which had been developed for Korean Kindergarten educational environment was also applied. Five-year-old subjects in Experimental group 1 experienced the Audie Music Curriculum of one year; five-year-old subjects in Experimental group 2 experienced it for two years. Primary Measures of Music Audiation was administered three times during their last year of Kindergarten. Subjects in the Control groups, one examined at the beginning and the other at the end of their last year in Kindergarten, received no Audie instruction. There was no significant difference in tonal aptitude, but there was significant difference in rhythmic aptitude(p< .05) among the experiemental groups. Because both Experimental groups showed statistical significance (p< .001) in the music aptitude increase during their academic years, the significant differences of the year-end music aptitude between control group and experimental groups were the expected result.

• Journal of Families and Better Life
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• v.27 no.3
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• pp.171-180
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• 2009

This study was conducted to investigate the relationship of students' attachment to parents and their self control to Internet addiction. The participants in this study included 338 elementary students, 371 junior high students, and 342 high school students of Kyunggi province. They were categorized into 3 groups by their aptitude to Internet addiction: serious addicts, potential addicts, and non-addicts. According to the results, older students showed higher tendency toward Internet addiction, and more insecure attachment to their parents. More than 20% of participants were disposed to addiction to the Internet, indicating that immediate intervention should be applied. Significant variables to explain students' Internet addiction were differentiated along their developmental levels. Attachment to parents was related to the Internet addiction of elementary and junior high students, while self control was more critical for high school students' addiction.

• Journal of the Korean Home Economics Association
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• v.38 no.8
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• pp.125-140
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• 2000

The purpose of this study is to find out the high school student's need for the program. The data was collected from 1125 high school students and their parents. The results of this study are like the following. 1 High school students and their parents all showed more than 3 points on the need for the program. 2. They revealed the highest need for programs on school as well as peer-related tasks and self-related tasks, respectively. On the other hand, parents were found to have the need for programs than student do. 3. Significant differences were found among students in their major, class type, and also among parents in gender of their children, class type, residential area, education status, and monthly average income. 4. Highschool-students and their parents all showed the highest points and displayed interest in selecting academic course suitable for their aptitude.

• The Korean Journal of Food & Health Convergence
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• v.7 no.3
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• pp.41-50
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• 2021

The purpose of this study is to analyze the work value factors regarded as important by the culinary-related graduates in their 20s, and also to analyze the effects of work value factors on the life satisfaction. To achieve this purpose, this study analyzed the data of 155 graduates from departments including 'culinary arts', 'foodservice', and 'confectionery' among the college graduates in their 20s who participated in GOMS 2018. The results of analysis are as follows. First, the new generation majors in culinary arts showed the high importance of their aptitude and interest, employment stability, earned income. Second, in relation to the major field, the male graduates majored in culinary arts more highly perceived the importance than the female graduates majored in culinary arts. On the other hand, regarding the social reputation of job and work duty, the female graduates majored in culinary arts more highly perceived the importance than the male graduates majored in culinary arts. Third, the developmental value factor of work value had positive effects on the life satisfaction. Thus, the career-related staffs or professors of college should provide the career guidance by considering gender when the majors in culinary arts transit to the labor market after graduation.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.3
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• pp.215-222
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• 2017

The study aimed to determine the characteristics of human brains and to identify the students' aptitude and interests by developing and applying the program for recognizing students' desired future careers. A total of 135 students (59 elementary school children and 76 middle school adolescents) were surveyed for 2 days and 1 night. The study conclusions are as follows. First, the program proved effective in forming the constructive recognition for their future jobs because they could explore careers in the future and because they could raise their consciousness of perspectives on careers. Second, the program makes it possible to explore future jobs that are appropriate to them based on their aptitude and interests and to enhance their career competencies. Further research is required because more consideration is needed. First, the present research applied the same program to all student participants despite the differences in developmental levels. Therefore, future research needs to involve elements that reflect their distinct psychological proficiency levels. Second, to show the evidence of the effectiveness, further studies need to focus on diverse dependent variables that may influence the results other than their distinct psychological proficiency levels.

• The Korean Journal of Elementary Counseling
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• v.6 no.1
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• pp.49-71
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• 2007

The purpose of this study was to examine the effects of a career group counseling program on the career maturity and achievement motivation of elementary school underachievers. This study targeted the fifth grader underachievers. Twenty underachievers, whose pre-test homogeneity in career maturity and achievement motivation was verified, were allocated to an experimental group and a control group by 10 underachievers each. The program was conducted for a total of 12 sessions, twice per week, and each session lasted 80 minutes. For verification of the program effects in this study, MANOVA and ANOVA were carried out for pre- and post-score tests between the groups, and repeated-MANOVA and paired t-test were peformed to look into the changes within a group by using SPSS/WIN(version 12.0) in terms of statistical analyses. The findings in this study are as follows: First, as a result of post test for the experimental and control groups, and difference verification of post and pre-tests within the experimental group, both career maturity and sub-factors of career maturity demonstrated significant differences. Second, as a result of difference verification of the pre- and post-tests within the experimental group, achievement motivation significantly improved, but there was no statistically significant difference in achievement motivation in the post-test of experimental and control groups. However, of the sub-factors of the achievement motivation, self-confidence and Interest in the long-term future significantly improved. Third, we can see that the career group counseling program provided opportunities for the underachievers to search their own character, interest, and aptitude, and broadly encounter the world of occupations. Also, we can infer that the underachieves had active and developmental attitudes towards future dreams and their current efforts. As noted above, the career group counseling program proved that it has a positive effect to the improvement of the elementary school underachievers' career maturity and achievement motivation in some variables.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.4
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• pp.143-167
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• 2013

The power of human capital in a library is the main resource that determines the level of library services, which in turn should play a pivotal role in forming the intellectual power of the country. This research conducted a survey on the employment perspectives of LIS undergraduates, which resulted as follows. First, among the LIS undergraduates, 40% of students responded that their desire was to be employed in the library as librarians. Although there were some negative opinions regarding the working environment of the industry, the undergraduates appreciated the developmental possibilities. Second, the most desired task was working with cultural programs. Third, the respondents were satisfied with the current curriculum overall, acknowledging the extra need for job search support programs, which include career support, employment-related mentoring, and internships. Fourth, the main requirements for their future employability were perceived as grade point average, language skills, obtaining licenses, internship and apprenticeship experience, and career management. Fifth, influential factors on employment decision making were divided into two aspects: environmental and personal factors. The environmental factors included salary, welfare, opportunities in personal development, workplace environment, organizational culture, and development possibilities of the organization. The personal factors included fitness with personal aptitude, the level of knowledge and technology in the job industry, social norms and acknowledgement, rewarding opportunities with their major, and location of job.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.33-50
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• 2009

The purpose of this study was to develop a PBL-based career education program and to examine its effectiveness on school children's career maturity. It's specifically meant to prepare a career education program to assist students to get an accurate grip on their aptitude, interest and personality and explore various sorts of occupations in the course of solving authentic and contextual career-related problems. After children's developmental characteristics and needs were analyzed, task analysis was implemented, and the objectives were defined. And then the core of the program, PBL problems were developed, and the validity of the problems were verified Evaluation plans and tools were prepared to assess children's problem-solving process and presentation, and an online learning space was designed. The program that consisted of 10-minute 21 sessions was provided to fifth-grade elementary schoolers for eight weeks. The findings of the study were as follows: The experimental group that participated in the PBL-based career education program showed a more significant improvement than the control group that didn't in career attitude and three career attitude subfactors involving planness, disposition and compromise. And the former made a more significant progress than the latter in career ability and its subfactors including vocational comprehension, self-understanding and decision-making skills as well. As a result of making a content analysis to make up for the survey, the students reported that they were able to get an objective understanding of themselves and acquire diverse and profound knowledge on work and the business world in the middle of solving the given PBL problems related to different areas in group and giving a presentation. In conclusion, a PBL based career education program developed by this researcher encouraged the students to have an objective self-understanding, to have a dynamic interactive discussion with their group members. Therefore the program had a positive impact on boosting the career attitude and career ability of the elementary schoolers. The findings suggested that in the field of elementary career education, autonomous learning attitude and subjecthood are the crucial factors to stimulate school children to explore and create their own future.