• Science of Emotion and Sensibility
• /
• v.20 no.4
• /
• pp.79-88
• /
• 2017

As the age in which the importance of sensitivity has increased, education for the future generation regarding emotion engineering, affective recognition and cognitive science have taken center stage. We measure human's emotion quantitatively, analyze evaluation and apply them to various services in life, which are based on human technology. Therefore, we need the education which is related to emotion science to cultivate talented people. The goal of this paper is to suggest the possibility of emotion science education and effective methods through development of the STEAM (Science, Technology, Engineering, Arts, Mathematics) program which can teach emotion science to early elementary school students by applying it to pilot classes. For this study, first, we build a program, 'The mind made by figure' for student of early elementary school. The method of STEAM was used in this program, because it is an effective system to educate the emotion science. We recognize the needs and value of this program development through theory and benchmarking of STEAM related to emotion science. And then the contents of class, activities, course book and kit are designed with elementary school textbook of pertinent grade. Secondly, we analyze the result which is applied in two pilot classes of second grade by satisfaction survey and teacher interview. As a result, the average of satisfaction level was very high (4.40/5), Class participation was especially high. Third, we discuss the ability, value and limits of this program based on the result of analysis. The outcome of this research shows that students of early elementary school who have difficulty in understanding science can approach the education program related to emotion science with ease and interest. We hope this education will help students understand emotion science effectively, and to train people to lead the emotion centered era.

• The Korean Journal of Elementary Counseling
• /
• v.5 no.1
• /
• pp.227-253
• /
• 2006

It seems common for students living at a small county and islands to experience psychological conflicts and be unaccustomed in the peer society because they are not familiar with peer interaction and social skills. This is a case study of L (hereinafter called L) who was grown up in the sheltered school at a small county. L was psychologically disturbed because he couldn't get along well in the transferred school. It is the reason why he had lived in the sheltered school at a small county, so he had not enough exposure to interact with peer and social skills. Sometimes he was obstinate irrationally and when he had trouble with friends, he threw something out or went out of school and tricked juniors dangerously. The fact of disperse with families, parent's indifference, and hate of older brother made L to have ill feeling against family. He had low motivation and low self confident in learning because of short attention time and accumulated poor learning progress. In this study, he was evaluated at various area, such as, intelligent, affective, personal and inter-personal, before counselling. To evaluated the effect of the counselling, K-WISC-III, KPRC, sentence filling test, social adaptation ability test, etc, were administered right after the counselling was over and 8 weeks later. For specific information gathering and analysing, observation diary and deepen counselling were accomplished by homeroom teacher, his mother, and his peers. To correct his problematic behaviors, 13 counseling sessions were accomplished for 6 months and those counselling sessions were recorded and analysed definitely. Followings are the result of this case study. First, he was recovered from the anxiety of inter-personal interaction and he started to interact with peers. The result of sac scale score of KPRC profile was lower than before as much as average student after counseling and 8 weeks later. This reveals that the distress against interpersonal relation have settled. Especially, through the result of sentence filing test, he seemed to feel attachment to peers and be positive, active in the relation of peer. For instance, he was active in the open class lesson and interacted well with peers. It could be said that he overcame the psychological distress comparing with previous time. Second, he could apologize to his peer and juniors for his fault. His attitude were well shown in the letter from an old friend at the sheltered school, average KPRC profiling score comparing with previous counseling time, and remarkable decrease of attack scale score of teacher and peer. Third, his view toward family turn out positive. He recognized his situation that he lived apart from family and even worried about his parent's financial difficulty. Through solving the confliction with his older brother, he could acquire the feeling of family reunion. Fourth, his learning motivation and self-confidence were increased. He confirmed his future positively and he might be judged more attentive because his intelligence index was higher than before as much as average student. With the main goal of this study, verification for effectiveness of counseling. understanding and helping problematic students such as L who lives at a small county and island through investigation of their real situation and problems with the method of counseling and socio-cultural analysis is worthwhile. Identification of ideal relationship with peer is related with positive self-conception, harmonic social adaptation and development of child. It is time to investigate easy adaptive in classroom and well-organised program to acquire general social skills for sheltered school students at a small county and islands.

• Journal of the Korean Society of School Health
• /
• v.12 no.2
• /
• pp.207-215
• /
• 1999

The objectives of this study are to explain the use of media materials in school health education with other related factors in elementary, middle, and high schools in Korea. The data were collected by questionnaires from June to September in 1998. The number of subjects were 294 school nurses. The PC-SAS program was used for statistical analysis such as percent distribution, chi-squared test, spearman correlation test, and logistic regression. The use of media materials in health education has become extremely common. Unfortunately, much of the early materials were of poor production quality, reflected low levels of interest, and generally did little to enhance health education programming. A recent trend in media materials is a move away from the fact filled production to a more affective, process-oriented approach. There is an obvious need for health educators to use high-quality, polished productions in order to counteract the same levels of quality used by commercial agencies that often promote "unhealthy" lifestyles. Health educators need to be aware of the advantages and disadvantages of the various forms of media. Selecting media materials should be based on more than cost, availability, and personal preference. Selection should be based on the goal of achieving behavioral objectives formulated before the review process begins. The decision to use no media materials rather than something of dubious quality usually be the right decision. Poor-quality, outdated, or boring materials will usually have a detrimental effect on the presentation. Media materials should be viewed as vehicles to enhance learning, not products that will stand in isolation. Process of materials is an essential part of the educational process. The major results were as follows : 1. The elementary schools used the materials more frequently. But the production rate of media materials was not enough. The budget was too small for a wide use of media materials in school health education. These findings suggest that all schools have to increase the budget of health education programs. 2. Computers offer an incredibly diverse set of possibilities for use in health education, ranging from complicated statistical analysis to elementary-school-level health education games. But the use rate of this material was not high. The development of related software is essential. Health educators would be well advised to develop a basic operating knowledge of media equipment. 3. In this study, the most effective materials were films in elementary school and videotapes in middle and high school. Film tends to be a more emotive medium than videotape. The difficulties of media selection involved the small amount of extant educational materials. Media selection is a multifaceted process and should be based on a combination of sound principles. 4. The review of material use following student levels showed that the more the contents were various, the more the use rate was high. 5. Health education videotapes and overhead projectors proved the most plentiful and widest media tools. The information depicted was more likely to be current. As a means to display both text and graphic information, this instructional medium has proven to be both effective and enduring. 6. An analysis of how effective the quality of school nurse and school use of media materials shows a result that is not complete (p=0.1113). But, the budget of health education is a significant variable. The increase of the budget therefore is essential to effective use of media materials. From these results it is recommended that various media materials be developed and be wide used.

• Hwankyungkyoyuk
• /
• v.6 no.1
• /
• pp.63-99
• /
• 1994

The international environmental activities and environmental education began in 1970's. Environmental education in Korea was emphasized since the Forth National Curriculum. 'The Environmental Education Curriculum' will be separated as one of the most important parts in the Sixth National Education Curriculum in Korea. The purpose of this study was development. of 'Environmental Science' of high school appropriate to Sixth National Education Curriculum. First step was to state goals of environmental education in detail based on analysis of goals about environmental education in our country and other countries. Second was to analyse seven environments-related texts of Korea, America and England. Third, to measure how much environmental education has achieved in Fifth National Curriculum of Korea. Fourth, to develop a new environmental text of high school level. Fifth, to verify the effect of developed environmental text. The environmental part of 'Science I'(unit V. Life and Environments) and high school environments-related reference text(Survival and Environments) in Korea, American knowledges. American 'Environments' was stressed in many skills but they didn't include various teaching strategies. On the other hand, American 'Science-Technology-Society(S-T-S)' and British 'Science and Technology in Society(SATIS)' were stressed in knowledges and skills, and they included many teaching strategies and student actions. American 'S-T-S' was the only one stressed in values and attitudes. And all seven texts were not interested in behaviors and participations. To measure the achievement of environmental education by questionnaire, 497 high school students in total were selected from five different schools. Actually, most students had a positive thinkings and attitudes in their hearts about environmental problems, about environmental problems, but many of them did not take actions to solve environmental problems and to protect environments. The higher the score students got in 'knowledges and informations', the higher the score in 'skill'. It implies that learning of skills is based on learning of knowledges and informations about environments. On the other hand, much knowledges and information about environments has not always ensured positive thinkings and attitudes or active behaviors and participations to solve environmental problem. In view that ultimate aim of environmental education is forming responsible environmental behaviors and the goals of values and behaviors are as important as knowledges and skills. A new environmental text of high school level was developed and it was based on analysis of seven texts and environmental education in Fifth Korean Curriculum. This text have seven units, 1. Habitates : What're the meanings?, 2. Nuclear Energy : Can't be Avoid?, 3. Acid Rain : What're the Messages?, 4. Ethanol : Is this Future Fuel?, 5. Wastes : A New War!, 6. What're the National and Gloval Environmental education and avoided from the array of knowledges. Therefore included various teaching strategies and independent actions of students. 'Open-ended value learning' and 'free behavior learning' in text were special learning parts for aquisition of values and formation of behaviors. To verify the effects. of new developed environmental text, the direct learning was carried out by 286 students in total. Post test scores of experimental groups per each units were significantly higher than those of control groups from five different schools were as follows. For validity of selecting contents for units, 74% of respondent replied positively. For classification and presentation of four goal-groups, 90% replied positively in validity and 82%, in utility. For validity of various teaching strategies, 88% and for the degree of including student-centered independent actions, 86% replied positively, For importances and expected effects of 'open=ended value learning' and 'free behavior learning', showed positive responses respectively, 88%, 92% Therefore this text is effective to achieve four goals of environmental education equally.

• Journal of The Korean Association For Science Education
• /
• v.41 no.6
• /
• pp.471-481
• /
• 2021

The importance of science education for cultivating the competencies required by an intelligent information society is gradually being strengthened. The government's roles and responsibilities for science education are stipulated by laws and policies in Korea. In order to systematically support science education, continuous monitoring of related policies is essential. This study aims to develop indicators that can be used to systematically and continuously monitor the national policies on science education in Korea. To achieve this goal, we first derive the framework for the indicators that has two dimensions (learner and science education context) and three categories (input, process, and outcome) from literature reviews. In order to derive the components and subcomponents of the indicators, the contents of science education-related indicators developed in Korea or abroad were reviewed. In order to verify the suitability and validity of the framework and components of the initial indicators, a two-round Delphi method was conducted with 25 expert participants with five different professions in science education. Finally, three components of the 'input' category (student characteristics, teacher characteristics, and educational infrastructure), three components of the 'process' category (science curriculum implementation, science educational contents and programs implementation, and teacher professional development program implementation), and five components of the 'outcome' category (science competency, participation and action, affective achievement, cognitive achievement, and satisfaction) were derived. An instrument to collect data from students, teachers, and institutions was developed based on the components and subcomponents, and content validity and internal consistency of the instrument were analyzed. Korea's Science Education Indicators developed in this study can comprehensively measure the current status of science education and is expected to contribute to a more efficient and effective science education policy planning and implementation.