• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.4
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• pp.398-408
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• 2017

Purpose: This study aims to identify the effect of pediatric fall prevention education with leaflets and picture books on the fall-related knowledge and preventive behaviors in caregivers of inpatient children. Methods: This study is a non-equivalent control group non-synchronized design. It divided 62 caregivers of inpatient children aged 5 and under into an experimental group and a control group in P general hospital located in B City. Results: Fall related knowledge score in the experimental group was increased by 2 points after the intervention and the score in the comparison group was increased by 0.1 points. The difference after the intervention in fall related knowledge scores between the two groups was statistically significant (t=7.67, p<.001). The fall related prevention behavior score of the experimental group increased by 9.3 points after the intervention, and the score of the comparison group increased by 2.5 points. The difference in the scores of fall related prevention behaviors between the two groups was statistically significant (t=5.71, p<.001). Conclusion: Pediatric inpatient fall prevention education using leaflets and picture books can improve caregivers' fall-related knowledge and preventive behaviors. In turn, this can reduce children's falls in pediatric wards in general hospitals.

• Child Studies in Asia-Pacific Contexts
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• v.4 no.1
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• pp.1-12
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• 2014

Emotion is a central feature of social interactions. In this study, we examined age-related changes in emotion expressiveness and emotion knowledge and how young children's emotion expressiveness and knowledge were related. A total of 300 children attending a daycare center contributed data for the study. Observation and interview data relevant to measures of emotion expressiveness and knowledge were collected and analyzed. Both emotion knowledge and expressed positive affect increased with age. Older preschool children expressed positive affect more frequently than did younger preschoolers. Older preschool children also labeled, recognized, and provided plausible causes mores accurately than did younger preschool children. In addition, we tested whether children's errors on the free labeling component conform to the structural model previously suggested by Bullock and Russell (1986) and found that preschool children were using systematic strategies for labeling emotion states. Relations between emotion expressiveness and emotion knowledge generally were not significant, suggesting that emotional competence is only gradually constructed by the child over the preschool years.

• Journal of the Korean Society of School Health
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• v.23 no.2
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• pp.228-236
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• 2010

Purpose: This research was conducted to compare sex-related knowledge and attitude of 6th-grade elementary school students who participated in the field based learning and those with cooperative learning methods. Methods: The data were collected from June to July in 2009. The subjects of the study were recruited from the classes of the 6th grade conveniently assigned from the D elementary school located in Daejeon metro city. Total of 60 students were assigned either to the field based learning group, and the other 60 students to the cooperative learning group. The field based learning group received sex education at the Daejean Youth Sexuality Culture Center for 3 hours. And the cooperative learning group received sex education by cooperative learning method at the classroom for 40 minutes per session, once a week, for 3 weeks. The sex-related knowledge and attitude scales developed by Lee (2004) were used. The data were analyzed by $x^2$-test, Fisher's exact test, and t-test using the SPSS/WIN V. 12.0 program. Results: The results were as follows. 1. Sex-related knowledge was not significantly different between the cooperative learning and the field based learning group. 2. Sex-related attitude was not significantly different between the cooperative learning and the field based learning group. Conclusion: In this study, sex-related knowledge and sex-related attitude of the cooperative learning group and the field based learning group were different from the lecture method groups in the earlier study. It is worthy of notice that the cooperative learning group and the field based learning group took relatively less time to improve their knowlede and attitude than the earlier lecture based group did.

• Korean Journal of Community Nutrition
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• v.15 no.2
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• pp.169-179
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• 2010

Good snack consumption behaviors are important among elementary students because snack provides additional energy and nutrients and because good dietary behaviors should be formed during early stages of life. This study investigated, among elementary school students, 1) snack consumption behaviors, 2) snack-related nutrition knowledge level, and 3) relationships between snack behaviors and snack-related nutrition knowledge. A convenience sample (N = 372), drawn from 5th and 6th graders of an elementary schools in Siheung-si, Gyeonggi-do, completed a pre-tested questionnaire. More than 85% of the participants snacked more than once per week. Most (77%) had their snacks at home. Fruit and fruit juice were the most frequently consumed and the most liked snack items. Taste was the most important in choosing a snack item closely followed by health/nutrition. Snack-related knowledge level was relatively high and the participants obtained their nutrition knowledge through mass media (30.4%) and family/friends (29.0%). Snack-related nutrition knowledge level and snack consumption behaviors showed positive relationships in various areas such as choosing more nutritious snack items and checking nutrition labels. Although this study was limited by its cross-sectional study design, these positive relationships suggest that better nutrition knowledge could result in better behaviors. Results of this study indicated that factual nutritional knowledge has been well transmitted to students. Therefore, future nutrition education on snacking could focus more on providing problem-solving and operational knowledge.

• Korean Journal of Human Ecology
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• v.20 no.2
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• pp.439-448
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• 2011

The purpose of this study was to investigate the influence of knowledge level on the perceptions and attitudes toward BSE(Bovine Spongiform Encephalopathy) and American beef. A survey was conducted with university students in a metropolitan area. Out of 590 questionnaires distributed, 481 were analyzed(81.5% response rate). The data was analyzed using SPSS windows(ver. 14.0). In evaluation of the BSE-related knowledge level, the average correct answer rate was 42.6%(the lowest 21.0% ~ the highest 64.9%). There were significant differences in perception and attitude based on the BSE-related knowledge level. In three groups of knowledge levels(top, middle, bottom), the bottom level group tended to be more concerned regarding the origin of beef than the top and middle level groups. Moreover, as the level of knowledge increased, people tended to consider American beef safe. In their attitude toward the government's move to re-import American beef, the top level group tended to think positively. On the other hand, the top level group had negative attitudes toward the media coverage of American beef. As the level of knowledge decreased, the rate of menu selectivity was higher. This research suggests that people need to be educated in BSE-related knowledge. Through the education of BSE-related knowledge, people will gain a more correct understanding and attitude towards American beef, which will help livestock and food service industries grow.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.24-34
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• 2009

The purpose of this study is to examine the effects of background knowledge on problem solving. To achieve this aim, I proposed the model which shows problem solving process centering around background knowledge, conducted the lessons concerning the concept 'weightlessness' on pre-service elementary teachers, and then classified the pre-service elementary teachers into several groups by the difference of the results presented in the process of solving the problems on weightlessness. And I examined qualitatively the effects of background knowledge on problem solving through the interview with 11 volunteers. On the cause of the failing the problem solving, the failure of acquiring or activating the background knowledge related to the learning concept was most frequently, secondly the use of the background knowledge unrelated to the learning concept, and thirdly the failure of understanding the teaming concept. To acquire or activate the background knowledge related to the teaming concept was more difficult than to understand the new teaming concept, and the cases that use the background knowledge unrelated to the learning concept failed to solve problem. The result of interview, all interviewee understood the learning concept correctly, but all of them who fail to acquire or activate the background knowledge related to the learning concept, or use the background knowledge unrelated to the learning concept, could not solve the problem.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.73-86
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• 2019

The purpose of this study is to investigate the characteristics of problem solving strategies that gifted students use in science inquiry problem. The subjects of the study are the notes and presentation materials that the 15 team of elementary and junior high school students have solved the problem. They are a team consisting of 27 elementary gifted and 29 middle gifted children who voluntarily selected topics related to dimple among the various inquiry themes. The analysis data are the observations of the subjects' inquiry process, the notes recorded in the inquiry process, and the results of the presentations. In this process, the knowledge related to dimple is classified into the declarative knowledge level and the process knowledge level, and the strategies used by the gifted students are divided into general strategy and supplementary strategy. The results of this study are as follows. First, as a result of categorizing gifted students into knowledge level, six types of AA, AB, BA, BB, BC, and CB were found among the 9 types of knowledge level. Therefore, gifted students did not have a high declarative knowledge level (AC type) or very low level of procedural knowledge level (CA type). Second, the general strategy that gifted students used to solve the dimple problem was using deductive reasoning, inductive reasoning, finding the rule, solving the problem in reverse, building similar problems, and guessing & reviewing strategies. The supplementary strategies used to solve the dimple problem was finding clues, recording important information, using tables and graphs, making tools, using pictures, and thinking experiment strategies. Third, the higher the knowledge level of gifted students, the more common type of strategies they use. In the case of supplementary strategy, it was not related to each type according to knowledge level. Knowledge-based learning related to problem situations can be helpful in understanding, interpreting, and representing problems. In a new problem situation, more problem solving strategies can be used to solve problems in various ways.

• Journal of dental hygiene science
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• v.16 no.1
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• pp.9-17
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• 2016

This study was aimed to identify the diffusion of systemic disease-related knowledge among dental hygienists. Two hundreds and eleven dental hygienists were selected for the study. Data was collected between August 31, 2015 and September 20, 2015 by handing out questionnaires. Returned questionnaires were analyzed by descriptive statistics, t-test, and ANOVA. Dental hygienists showed overall mean of 0.64 on the systemic disease related knowledge. Age, education level, career, and educational experience showed significant influence on the systemic disease knowledge (p<0.01). Dental hygienists revealed overall mean of 0.61 (full mark=1) on the usefulness recognition of systemic disease related knowledge. Age (p<0.001), education level (p<0.01), career (p<0.001), and educational experience (p<0.01) showed significant effects on the usefulness recognition of systemic disease knowledge. Degree of how dental hygienists apply the systemic disease-related knowledge to the service was mean 0.86 (full mark=2). Age (p<0.01), education level (p<0.01), career (p<0.01), and educational experience (p<0.001) had significant impacts on how dental hygienists apply the systemic disease related knowledge to the service. The diffusion of systemic disease knowledge among dental hygienists was 2.17, which represented 'persuade'. These results indicated that a study is needed to understand the diffusion of systemic disease knowledge among dental hygienists and to identify obstacles in the process. Moreover, an education program should be developed to offer practical training on the systemic disease-related knowledge. Further studies should evaluate the effectiveness of the program.

• Knowledge Management Research
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• v.4 no.1
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• pp.35-54
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• 2003

Most of the existing studies on intellectual capital have focused on categorizing and measuring intellectual capital. In this study, the components of intellectual capital have been termed individual capital, organization capital, and relation capital, and the relations among these components as well their effects on other components have been examined. Thus, the indices of intellectual capital have been measured, hypotheses formed, and data collected from 62 knowledge-based companies. The results confirm some of the hypotheses. In all the companies that replied, individual capital was positively related to organization capital and organization capital was positively related to relation capital. The hypothesis that relation capital is positively related to performance, therefore, could be accepted. In the knowledge-based companies, the results were similar to the previous ones, but individual capital was not related to relation capital.

• Journal of International Academy of Physical Therapy Research
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• v.5 no.2
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• pp.772-780
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• 2014

The purpose of this study is to identify the practical knowledge about osteoporosis and health promoting behavior possessed by male and female university students in their twenties. Next, the study seeks to analyze the difference in the degree of knowledge and practice of health promoting behavior depending on the students' area of study (health-related or non-health-related major) and previous education about osteoporosis. A survey was given to 300 male and female university students in Jeju Island from November 18 to December 6, 2013. Regarding knowledge about osteoporosis, the accuracy rate of health science major participants was 16.8 % higher than that of those of non-health science, and the accuracy rate of participants with previous education about osteoporosis was 12.9 % higher than those who had not. Health promoting behavior showed a higher degree of practice among students in health-related majors and those with previous applicable education. There were significant differences between the knowledge of osteoporosis and major and the presence and absence of prior education. Regarding the degree of health promoting behavior and major, the presence or absence of prior education showed significant differences. Among male and female students in their twenties, the recognition of knowledge about osteoporosis is very low. There is a need to develop various programs that focus on osteoporosis prevention rather than treatment, to improve the quality of education and training content according to the individual, and to lower the target age for osteoporosis education.