• Journal of Science Education
• /
• v.42 no.2
• /
• pp.214-229
• /
• 2018

The purpose of this study was to investigate the effect of science-based STEAM program on the positive science experience of elementary school students. The participants of this study were 64 fourth graders of S elementary school located in Gyeonggi-do. They were divided into the experimental group of 30 students and the comparative group of 34 students. The program was reorganized into the STEAM program, which emphasized communication with students in the second semester of 4th grade, centered on 'Earth and Moon' unit which were carried out in total 16 times. The experimental group was giving the science-centered STEAM program, and the comparative group was giving the general instruction model based on the instructional book guidelines. The results of the study are as follows. The science-centered STEAM program showed a further influence on the positive science experience of elementary school students. Based on these results, it can be confirmed that the class using the science-centered STEAM program positively influenced the improvement of students' positive science experience.

• Korean Journal of Applied Biomechanics
• /
• v.30 no.1
• /
• pp.51-61
• /
• 2020

Objective: The purpose of this study is to analyse and comparison the differences of kinematic variables for Fente skill in Fencing. Method: For this, 15 people were selected as 5 beginners with less than 2 years of experience, 5 intermediate-class people with more than 2 years and less than 4 years, and 5 experts-class people with more than 4 years. Through the comparison of Marche Fente motion according to proficiency, for the necessary time, travel distance, the kinematical factor of joint angle, oneway ANOVA was performed in order to identify differences according to variables by phase. Results: The time required for each phase was shown to be shorter for all phases experts than for beginners and intermediates. At the horizontal displacement of the foot, the right foot left out the last phase and the experts appeared long. The left foot showed short beginners in all phases. The angle of forward lean showed that the angle of forward lean was tilted forward by the experts of all phases. There was a difference between the left and right joint angles of the lower limb, both of the ankle, knee and hip joints. Conclusion: In overall, Beginners should quickly widen the distance of their feet when they make a Fente movement. The beginner shall tilt the upper body forward in order to increase the angle of forward lean. The beginner shall, in the last phase, have a smaller angle on the hip joint.

• Journal of the Korean School Mathematics Society
• /
• v.21 no.1
• /
• pp.63-89
• /
• 2018

In this study, the researcher developed a course integrated mathematical problem posing activities in order to enhance pre-service mathematics teachers' ability to carry out problem posing activities in mathematics classroom, and examined the changes of pre-service mathematics teachers' perceptions about problem posing through the course. The problem posing course developed in this study consisted of three stages: education on the theories regarding problem posing; activities with problem posing; development and implementation of problem posing tasks. According to the results of the questionnaires, interviews, and class journals data analysis, the problem posing experiences provided in this study were very effective in improving pre-service mathematics teachers' understanding of the problem posing strategies and the benefit of problem posing activities to student learning. Particularly, the experience in various problem posing activities and the implementation experience of problem posing provided in the course played a key role in the improvement of pre-service mathematics teachers' understanding of problem posing and PCK.

• Hwankyungkyoyuk
• /
• v.24 no.4
• /
• pp.62-77
• /
• 2011

The purpose of this study is to overcome the realistic pressure and the limit of school environmental education and to develop an environmental education program that can provide students, who live in an urban area, have difficulty in contacting with nature, with an opportunity to experience the nature in the school outdoor environment, which is their daily living space and is a ground of environmental education. First, I developed an analytical tool which can be used to determine the degree how the environmental education is related to the school outdoor environment with 8 categories(spaces). And I analyzed the 2007-79 curriculum of lower grade(1 and 2 grades) of the elementary school provided by the Ministry of Education and Human Resources Development by using the analytical tool and found out that this curriculum was suitable for the environmental education utilizing the school outdoor environment. According to this curriculum analysis, the studying subjects which could be suitable for the environmental education utilizing the school outdoor environment were extracted, and based on these subjects, an environmental education program was developed. The environmental education 'in' environment program were composed with 5 modules and 18 activity subjects suitable for students advancement phase, and these activities can be implemented with experiencing, understanding and expressing by using 5 senses. I also proposed a plan that can be used to apply this program continuously to the lower grades(1 and 2 grades) original experience activity class.

• The Journal of Korean Society for School & Community Health Education
• /
• v.5
• /
• pp.85-105
• /
• 2004

The purpose of this study is to provide basic data for practical and concrete program development, which can give students satisfaction in sex education. To achieve this purpose, an actual status of sex education for high school student and their sexual experience were investigated. And then tried to find out if there is difference of satisfaction in sex education and contents that they want to learn based on having sexual experience or not. For this study, a questionnaire of sexual awareness was conducted on 562 students among first graders and second graders of high school located in Kongju city, from on October 4th, 2004 to on October 15th. But only 550 answer sheets among 562 were analyzed, for 12 answer sheets were not proper enough to apply to this study. The collected data was computerized using SPSS WIN in frequency and percentage for actual condition of sex education and sexual experience and for satisfaction at the result of sex education based on having sexual experience or not. And then the $x^2$-test was verify the difference. The requirement for sex education, based on having sexual experience or not, was analyzed using t-test by computerizing the average and standard deviation. The conclusion of this study are as followings; 1. 93.8% students have ever been taught for sex education by teachers, but nursing teacher among them was the higher percentage than any other teachers. They took courses for sex education in discretion class, and the teaching method was a kind of lecture. 2. After taking sex education, 37.6% students said that it was boring, for they had already known the contents of the courses, and 43.8% students said that they acquired sex knowledge through the Internet and mass media. 3. It was highest percentage that 36.9% students had no agony about sex. The most serious worry was a sexual impulse and the sexual psychology of the opposite sex. To solve these worries, 61.6% students said that they consulted with their friends. 4. It showed that 89.9% male students and 71.6% female students had experiences various lascivious materials, 81.4% male students, 7.2 female students experienced masturbation, 52.7% female student and 44.8% male students experienced kissing or hugging, and 13.7% male students and 9.9% female students experienced sexual intercourse. 5. The satisfaction for sex education based on having sexual experience or not was different. In short, it showed that the students who experienced sexual experiences such as accessing to lascivious materials, kissing, hugging, and sexual intercourse except masturbation thought that sex education was important than the students who didn't experience sexual experiences. On the other hand, the students who didn't experience sexual experiences were more satisfied with the contents and level of sex education than the students who experienced sexual experiences. 6. The requirement for sex education based on having sexual experience or not was also different. The students who experienced sexual experiences wanted to learn an acquaintance with the other sex than the others. On the other hand, the students who didn't experience sexual experience wanted to learn friendship and love. The students who experienced sexual experience except masturbation was more desirable for taking sex education than the other students. In conclusion, it is fully required that sex education should be regular subject in school and teachers who are charge of sex education should be experts in this field, for only expert can teach systematic and adequate sex knowledge to students. In addition, it is also essential to understand contents of sex education which can be satisfactory for students' requirement. So we should develop concrete and practical programs for sex education.

• The Journal of Sustainable Design and Educational Environment Research
• /
• v.15 no.2
• /
• pp.1-12
• /
• 2016

This study was conducted to extract the student-centered experiential safety education activities in order to establish safety-experience-education-facilities based on "School safety education 7 standards" announced by the Ministry of Education in 2015. For this purpose, we established the concept of safety-experience-education-facilities, and conducted surveys twice targeting experts of each 7 fields based on the learned results of 758 sessions through "School safety education 7 standards". First, through the surveys, it was organized by 150 sessions out of 758 education class that extracted from safety-education-program sessions on experts, conducted a second expert survey for the validation of selected educational programs in Delphi format, the result of 5 sessions of the program is deleted, and 145 sessions was surveyed to be maintained. It was ascertained that 145 sessions of education program, 21 sessions of life safety area, 22 sessions of traffic safety area, 18 sessions of violence and personal safety area, 5 sessions of drugs and cyber addiction area, 36 sessions of disaster safety area, 10 sessions of occupation safety area, 33 sessions of first-aid area, is the experiential safety education activities that have to be applied to the safety-experience-education-facilities.

• Advances in pediatric surgery
• /
• v.1 no.2
• /
• pp.140-148
• /
• 1995

To study the clinical profiles and outcome of surgery in infants with esophageal atresia, we reviewed 96 esophageal atresia cases who were treated from April, 1978 to June, 1995. There were 51 male and 45 female infants, a ratio of 1.1:1. The low birth weight(<2500g) patients were 32%. Clinical findings at the time of diagnosis included drooling in 57%, choking in 50%, cyanosis in 38%, respiratory distress in 27% and swallowing difficulty in 20%. Gross classification included 6 cases of type A esophageal atresia(6%), 79 cases of type C(82%), 3 cases of type E (3%) and 8 cases of type F(8%). Associated anomalies occurred in 34 infants(35%). Among them, cardiac anomalies were most common(60%). A primary repair of the defect was carried out in 76 patients with type A or C. A staged operation comprising a repair or gastric tube interposition after gastrostomy was performed in 8 patients. In all 3 infants with H-type, a division of fistula was performed. Esophageal resection and anastomosis was done in 8 infants with esophageal stenosis. In one infant, a gastrostomy was performed and he expired before staged operation. Anastomotic complications included leakage in 16 cases(17%), stricture in 37 cases(39%) and recurrent tracheoesopohageal fistula in 3 cases(3%). The mortality rate was 14% and the leading cause of death was pneumonia. The overall survival rate was 86%, and according to Waterston criteria, the survival rates were 93%, 85% and 58% in class A, Band C, respectively. 75 patients were followed up with median follow up 6.4 years. Among them, 93% were uneventful and 7% had frequent pneumonia.

• Journal of Fashion Business
• /
• v.13 no.5
• /
• pp.66-80
• /
• 2009

The main purpose of this research is to investigate the present circumstances of internal marketing in domestic apparel-import company and study if the internal marketing activities in import apparel company have a significant effect on salespersons' job satisfaction. As a preliminary investigation, the interviews with 6 expert salespersons of imported apparel company were taken to develop a practical measuring tool. As a result, 21 categories which effect on internal marketing and 6 factors which influence on job satisfaction were extracted. Next, a survey with the salespersons who work in apparel-import company was taken, and 186 collected data were used in this study. To analyze the data, factor analysis, frequency analysis, and multiple regression analysis are executed by a statistics package, SPSS v12.0. The results are as follows. First, five factors which effect on internal marketing activities in have been identified as welfare, incentives, employment & training, communication, empowerment. Among them, four factors of welfare, incentives, employment & training, and communication have been come out as statistically significant factors which influenced on salesperson's job satisfaction. Second, the internal marketing activities of import apparel company according to salesperson's demographic factors - payment, working periods, and marriage have been demonstrated significant difference on salespersons' job satisfaction. When the marriage is examined, the job satisfaction of the single mostly depends on incentives while that of the married does on welfare. On the consideration of working periods, the less does the group have working experience, the more does it have a dependence on incentives. On the other hand, the group which has much payment and experience mostly relies on welfare. The middle class show to be dependent on communication and employment&training as well as welfare and incentives.

• The Journal of the Korea Contents Association
• /
• v.15 no.5
• /
• pp.365-374
• /
• 2015

The present study set out to explore the factors affecting rights advocacy for clients. The sample consisted of 251 adult learners who were in the classes of social welfare in S cyber university. Analysis revealed that students' rights advocacy level was 4.19(high) and the respondents showed higher level of class/case advocacy than policy advocacy. The group which had higher human rights sensitivity and had experience of human rights education showed higher level of rights advocacy. Regression analysis revealed that the experiences of human rights education in university curriculum were found to have a significant explanatory power in rights advocacy. These findings highlight that in the education of social worker as a human rights professionals it would be necessary to enhance the human rights and rights advocacy contents. It was suggested that multidisciplinary teaching method including direct experience and participation would be necessary to effective human rights education.

• 한국사회복지학회:학술대회논문집
• /
• 2004.04a
• /
• pp.535-559
• /
• 2004

While the endeavor to introduce the service activity in the college education is enlarged, the object of this study is to introduce the concept of service learning in social work education. The 'content centered service-learning' is focusing on the practical education, the liaison and participation in community and the promotion of civil awareness which are very important in social work education that focuses on the interest and participation in the human and social problem as practical study. This study contemplates the educational effect of the course of social work combined with service learning. This study verifies the self-efficacy, the altruism, the change of social responsibility of students and the effect by carrying out the course of social welfare and service activities side by side. To evaluate the effect of service learning, pre and post test and qualitative analysis in journal of service activity, the discussion during the class and the mid and final term evaluation were done. Through the service learning, students showed the promotion in self-esteem, the altruism, the social responsibility, the self insights as a social worker and were able to have the chance to consider their future job. From the view point of local centers, it was evaluated that the service activity of students was helpful to the institutions and the clients, and that the liaison between the community agency and the college and the experience of integration of service learning and the course of social welfare was helpful too. Based on the above mentioned results, this study provide some recommendations in implementation of service-learning as the teaching methodology of social work.