• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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• pp.415-424
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• 2009

This study was performed to reveal the effects of a science experience class, in which children of low-income family(LIF) were involved. The children's science inquiry skills, science-related attitude, self-esteem and self-competence were investigated before and after the science experience class. Not only 61 children in LIF but also 75 ordinary ones participated in the class and the tests to collect the data, and interviews in which 9 children of each group participated were conducted as well. The results are as follows. First, through the science experience class, the children in LIF's average point of science inquiry skills increased meaningfully, but ordinary children's did not. Second, the science attitude's points of both increased meaningfully. Third, the children in LIF's average self-esteem point increased meaningfully, but the ordinary group's did not. Fourth, the children in LIF' self-competence increased meaningfully, but the other's did not. The children from both groups were influenced positively by the science experience class. Especially, compared with ordinary children, the children in LIF who have fewer chances of science experience than other children were more positively influenced m every aspect of this study.

• 수산해양교육연구
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• 제29권3호
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• pp.878-887
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• 2017

This study performed a qualitative research on the transformative learning cases in vocational education for female baby-boom generation. The baby-boom generation that recently starts retirement is participating in vocational education for their re-employment. Even though their first goal of education was to find a job, they experienced in finding themselves through the actual education. Especially, female baby-boom generation learners were finding their own identity as an entity of social participation, getting out of the existing identity as wife, mother, and housewife. Such a learning experience was the process of recovering themselves, and in this process, new meanings of life were formed. In the results of the study, first, the learning experience in vocational education was the transformative learning to find themselves. They newly created themselves by critically introspecting their negative experience and perception of themselves, and then rearranging/cognizing the accumulated experiences. Second, the immersion in the transitional process to learner increased the motivation for learning and also drew learning about learning. Especially, they reinterpreted their educational methods and contents based on their learning experience in the vocational activity. Through the process, they learnt their past learning experience again. Third, the educational volunteer activity through learning club was a place for study to practice learning. Through this, the research participants realized that theories could not be separated from practice.

• 한국아동복지학
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• 제55호
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• pp.31-55
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• 2016

본 연구는 청소년의 차별피해경험이 차별가해경험에 미치는 영향을 살펴보고 인권교육(빈도, 도움정도)의 조절효과를 검증하는데 목적이 있다. 연구에서 활용한 자료는 한국청소년정책연구원의 2014 아동 청소년 인권실태 조사이며, 중 고등학생 총 4,023명을 최종 연구대상으로 추출하였다. 본 연구는 SPSS PROCESS macro을 활용하여 조절모형을 분석하였다. 분석 결과 첫째, 중학생과 고등학생 간에 차별피해경험과 인권교육 빈도, 인권교육 도움정도는 통계적으로 유의미하게 차이 났다. 둘째, 청소년의 차별피해경험과 인권교육 도움정도는 차별가해경험에 유의미하게 영향을 미쳤으나, 인권 교육 빈도는 영향을 주지 못했다. 셋째, 인권교육 도움정도는 차별피해경험과 차별가해경험 간의 관계를 조절하는 것으로 검증되었으나, 인권교육 도움정도가 낮을 때보다 높을 때, 차별피해경험이 차별가해경험에 미치는 영향을 더 높이는 것으로 나타났다. 이에 본 연구는 분석결과를 바탕으로 청소년 차별에 대한 이론적 논의를 이끌어내고, 인권교육의 나아가야할 방향에 대해서 실천적 함의를 제시하는 데 의의가 있다.

• 한국치위생학회지
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• 제15권6호
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• pp.999-1007
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• 2015

Objectives: The objective of the study is to investigate oral health behavior and oral health education experience in Korean adolescents from the ninth(2013) web-based survey of Korean youth risk behavior. Methods: The subjects were 72,435 students through the ninth 2013 web-based survey of Korean youth risk behavior conducted by the Ministry of Education, Science, and Technology, the Ministry of Health and Welfare, and the Korea Centers for Disease Control. The questionnaire consisted of socio-demographical characteristics of the subjects, oral health behavior, and oral health education experience. Data were analyzed by SPSS 18.0 program. Results: Oral health education had much influence on tooth brushing after lunch, oral cavity disease prevention, sealants, fluoride application, scaling experience, and consumption of vegetables, milk, carbonated soft drinks, noodles, and snacks. The oral health education had a great impact on those who took good oral health behavior into action. Conclusions: It is very important and necessary to develop the continuing effective oral health education program for the adolescents and make them tale into action.

• 한국간호교육학회지
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• 제17권3호
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• pp.405-413
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• 2011

Purpose: This study was to investigate nursing students' attitude to death, death-related education experience and educational needs. Methods: The participants of this study were 1,134 nursing students' studying in three universities in Gyeonsangnam-do. Data collection was carried out from October 1st to November 31st, 2010. The collected data was analyzed for descriptive statistics, t-test, ANOVA and Sheffe test using PASW Statistics 18.0. Results: The level of attitude to death of the subjects averaged 2.60. The item receiving the lowest score was 'I am not afraid of a long, slow death'. Approximately 62.0% of the nursing students' had no death-related education experience and 89.8% of those answered that death-related education was necessary. For attitude to death followed by general characteristics, death-related education experience and educational needs, there were significant differences in attitude to death according to gender, religion, perceived health status, worrying about problems, motivation of nursing, and an experience with death. Conclusion: As nursing students' have a high educational need university curriculum development and educational programs addressing death should be developed and applied to nursing students.

• 아동학회지
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• 제31권6호
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• pp.51-69
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• 2010

This research involved the conducting of an experiment in order to determine the relative effectiveness of constructivist science education when integrated with art experience and constructivist science education for young children. Forty-one children of five years of age in two daycare center classes were assigned to experimental and comparative groups. The experimental and comparative group participated in 15 units. The experimental group participated in science education integrated with art experience, while the comparative group participated in science education. The analysis of covariance revealed significant differences between the mean scores of the two groups on the posttests for science process skills and attitudes. This indicates that the children in the experimental group performed significantly better on the tests than the children in the comparative group. The results of this study suggest that incorporating constructivist science education activities with art experience are good activities for developing young children's science process skills and attitudes.

• 대한가정학회지
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• 제42권1호
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• pp.81-97
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• 2004

The purpose of this study was to examine children's consumption level and related factors in an effort to lay the foundation for teaching children to lead rational consumer life and for improving consumer welfare, as it's assumed in this study that children's consumption problems would affect themselves throughout their lives. This study specifically intended to find out (1) child consumer problems, (2) how children's consumption problems were affected by their demographic variables, (3) whether consumer-education experience made any differences to their consumption problems at school, home and society, and (4) what types of demographic and consumer-education variables exercised influence on consumption problems. The findings of this study were as follows： First, children investigated were found to have middle level of consumption problems. Purchasing goods scored the lowest, and using goods scored the highest among consumption problems. Second, it turned out that boys suffered more consumption problems than girls. The reason seemed that as boys generally have lower experience in consumption attitude. Third, as to the correlation of the children's consumption problems to their consumer-education experience, money management was significantly associated with the presence or absence of experience to learn at school how to manage and save allowances. Also, the experience of consumer education by parents made a significant difference. The children's consumer consciousness and attitude varied with their experience to receive consumer education from mass media.

• 대한영양사협회학술지
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• 제26권2호
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• pp.153-173
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• 2020

The purpose of this study was to objectively quantify the effects of nutrition and dietary life education on preschoolers through meta-analysis. In addition, it provides basic data for the implementation of nutrition education and development of systematic nutrition and dietary life education programs. In this study, a meta-analysis of 27 papers was conducted that conformed to the selection criteria in the study conducted from January 2012 to August 2019 to derive objective data on the effects of education. As a result of the analysis, the overall effective size of nutrition and dietary life education for preschoolers was 0.829, which indicates a strong effect. According to the education method, the effect size of general education was 0.562, which indicates a medium effect size, the vegetable playing-based experience education was 0.685, which indicates a medium effect size, and cooking activity-based experience education was 1.101, which indicates a large effect size. Judging from this result, experience activity education was more effective than general nutrition education. In addition, the combined size of convergence education conducted through a combination of general and experience education was found to be the most effective at 1.301. In terms of educational effect, it was confirmed that the effect size was 0.898 for improving nutrition knowledge, 0.858 for improving dietary habits, 0.836 for improving unbalanced diet, and 0.756 for improving food preference and intake, and the sizes of effects were all found to be large. As frequency of education increased, the number of education participants decreased and the effect of education increased.

• 한국환경교육학회지:환경교육
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• 제11권1호
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• pp.195-216
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• 1998

This study was planned to define the concept and the patterns of the fields for environmental education through the theory review about the fields for environmental education that were important at school environmental education for field-experience learning, and to survey the using status of the fields for environmental education and the awareness of teachers who have been teaching practically students environmental education in school through the questionnaire. The results derived from this study were as follows ; First, the use of the fields for environmental education in environmental education is necessary aspect of the importance of field-experience learning and the environmental education strategy through personalization of environment and is essential to the substantiality of school environmental education. The concept of the fields for environmental education is defined that it is used as place(space) for environmental education, is located most outdoor space, promote students the concern and consciousness about environment. The patterns of the fields for environmental education may be classified the field for nature observation learning surrounding, the fields for nature observation and field survey, the fields for visit and field trip, and the fields for experience and participation by the contents and the purpose of educational program. Second, according to the results of the teacher's awareness survey, most responded teachers gave an affirmative answer about the necessity of practical use of the fields for environmental education, and it was used mainly in special lecture, weekend, and legal holiday. Also, it was surveyed that time for using the fields was brought as the most serious obstacle by teachers. In particular, teachers preferred the environmental education fields for experience and participation above all others. Third, from the results about the using status of the fields for environmental education, school environmental education mostly have been taught in indoor classroom, school landscape(school grounds) was evaluated the most easily useful the fields for environmental education in formal lecture, because it can solve the lack of time. Also, it was proved that eco-park, stream, and river were fit for the field-experience learning with small students group.

• 한국치위생학회지
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• 제15권2호
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• pp.253-259
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• 2015

Objectives: The purpose of this study was to investigate the oral health behavior according to oral health education experience in the elementary school teachers and to provide the basic data for the development of oral health education program. Methods: A self-reported questionnaire was filled out by 239 elementary school teachers in Busan and Ulsan from May 7 to 31, 2013. The questionnaire consisted of general characteristics of the subjects, use of oral health devices, dental clinic visit within a year, purpose of dental clinic visit, subjective oral health condition, place and contents of oral health education, future contents of oral health education, purpose of tooth brushing, recognition of sealant, recognition of dental caries prevention effect of fluoride, and method and frequency of tooth brushing. Data were analyzed by Predictive Analysis Software(PASW) Statistics $19.0^{(R)}$(SPSS Inc., Chicago IL, USA). Results: Of the 239 teachers, 187 teachers had oral health education experience and 52 did not. Those who had oral health education experience reported higher scores in tooth brushing than those who did not. 59.4% of the respondents answered the experience of oral health education in dental clinics. Conclusions: Oral health behavior was different from the experience of oral health education in the elementary school teachers. The teachers are the most important persons influencing on the right tooth brushing habit in the students. So the teachers must take the continuing and systematic oral health education.