• 한국과학교육학회지
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• 제41권2호
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• pp.133-144
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• 2021

이 연구에서는 초등 과학영재 학생의 과학긍정경험 향상을 위한 교수-학습 경험을 탐색하였다. 이를 위해 서울특별시의 한 초등 과학영재교육원에서 과학영재교육을 받는 초등학교 5-6학년 학생 36명을 선정하였다. 선정한 학생을 대상으로 과학긍정경험 지표에 관한 사전 검사와 사후 검사를 시행하였다. 또한 토요일에 진행되는 과학영재수업이 끝난 후에 일부 학생을 대상으로 과학긍정경험 향상을 위한 교수-학습 경험을 탐색하기 위해 개별적인 심층 면담을 시행하였다. 연구 결과, 해당 초등 과학영재교육원의 과학영재수업은 초등 과학영재 학생의 과학긍정경험을 향상시키는 것으로 나타났다. 과학긍정경험 향상을 위한 교수-학습 경험으로는 선행연구의 일반 학생에게서 나타난 '체험 중심의 탐구 활동', '학생 주도적 수업', '긍정적이고 전문적인 피드백', '탐구를 통한 지식 구성', '학생의 흥미와 적성을 반영한 수업', '실생활과 관련된 소재 활용', '모둠활동에서의 원활한 협업과 소통', '학습 내용의 적절한 난이도'의 8가지 교수-학습 경험과 과학영재 학생에게서 새롭게 나타난 '과학적 창의성 향상 전략을 통한 학습 경험', '꼬마 과학자로서의 탐구 경험', '심화 또는 속진 학습 경험', '우수한 학생과의 학습 경험', '다른 학생을 도와준 경험', '높거나 낮은 성취 경험'의 6가지 교수-학습 경험을 추출할 수 있었다. 이를 바탕으로 과학영재 학생의 과학긍정경험 향상 방안에 대한 실제적인 시사점에 대해 논하였다.

• Journal of Sport and Applied Science
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• 제7권3호
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• pp.1-11
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• 2023

Purpose: The purpose of this research was to examine the effect of the sensoryscape (sport fans' stadium experiences via the five senses) on connectedness and elation that sport fans have about their teams. Research design, data, and methodology: To achieve this purpose, structural equation modeling was conducted with a total of 417 KBO baseball fans. Results: The results of the research are as follows. First, stadium experiences via sport fans' sight, sound, and touch had positive effects on connectedness that consists of passion, nostalgia, supportive, and connected. Second, stadium experiences via sport fans' sight, sound, and taste had positive effects on elation that consists of happy, excited, pleased, proud, optimistic, and entertained. Conclusions: This research provides the first empirical evidence of the effects of sport fans' sensory experiences on emotions associated with sport teams. In order to maximize connectedness and elation that sport fans have about their teams, sport marketers need to develop specific sensory strategies that affect stadium experiences. Further implications were discussed.

• 한국지구과학회지
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• 제42권4호
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• pp.459-469
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• 2021

In this study, we investigated the difference in the affective characteristics between science-gifted students and general students through the positive experiences about science (PES) index. We also explored ways to apply the characteristics of gifted classes suggeseted by the teachers of this study, which had a positive effect on science-gifted students, to general science classes. For this study, a PES survey was carried on middle school science-gifted students enrolled in the gifted education center in the central region and general middle school students in the same area who had no experience in gifted education. Based on the survey result, we conducted in-depth interviews with teachers, having teaching experience with both science-gifted and general students. The results revealed that science-gifted students showed a significantly higher PES index than general students in all five areas of PES. The area with the largest difference between the two groups was science-related self-concept and the smallest was science academic emotion. Teachers suggested ways to apply the characteristics of science-gifted classes to general science classes, such as organizing general science classes around inquiry activities, supporting class materials such as MBL or tablets, reconstructing the classes using materials reflecting students' needs, and changing the textbook content and narrative style, to induce students' interest and curiosity. Based on the study results, ways to enhance the PES through science classes for general students were proposed.

• 한국초등과학교육학회지:초등과학교육
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• 제34권4호
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• pp.382-393
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• 2015

The purpose of this study was to examine the effects of elementary science teaching program strengthening aesthetic experiences on science learning motivation and achievement. The subjects of this study were divided into two groups. The experiment group practiced elementary science teaching program strengthening aesthetic experiences, while the control group practiced teacher guided-based instruction. The results of this study were as follows. First, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science learning motivation. Second, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science achievement. In conclusion, this study showed that elementary science teaching program strengthening aesthetic experiences gave a positive influence on the science learning motivation and science achievement in elementary school science.

• 대한불안의학회지
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• 제18권2호
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• pp.65-71
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• 2022

Objective : This study was to examine the impact of adverse childhood experiences on social anxiety symptoms in young adults and verify the mediating effects of positive resources. Methods : Data from 1,317 young adults aged to 18 to 29 years who took part in the university-based cross-sectional survey were analyzed. All participants completed Adverse Childhood Experience (ACE) scale, Social Avoidance and Distress Scale (SAD), and Positive Resources Test (POREST). Results : In young adults, 9.3% had severe social anxiety symptoms. Based on 10 ACE categories, 32.7% of participants reported one or more adverse childhood experience, and 4.5% reported four or more different forms of adverse childhood experiences. Young adults with higher social anxiety symptoms were likely to report more adverse childhood experiences, and less positive resources. Multivariate regression analysis indicated that positive resources moderated the association between adverse childhood experiences and social anxiety symptoms. Conclusion : Based on the results, professionals need to consider early detection of adverse childhood experiences and comorbid social anxiety symptoms. In addition, various positive psychological interventions for individuals with adverse childhood experiences are needed.

• 대한지구과학교육학회지
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• 제15권2호
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• pp.299-309
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• 2022

이 연구는 초등 예비교사들의 기억 속 긍정적 과학 경험 사례를 질적 분석하여 긍정적 과학 경험의 구체적인 요인과 특징을 범주화하는데 그 목적이 있다. 이를 위해 초등 예비교사들이 '나의 즐거웠던 과학 수업 경험'을 주제로 쓴 에세이 101편을 분석하였다. 수집된 자료는 귀납적 분석법을 이용해 분석하였고, 그 결과 초등 예비교사의 기억 속 긍정적 과학 경험 사례의 특징은 4개의 범주, 12개의 주제 묶음으로 범주화 되었다. 구체적으로 장기간의 동·식물 기르기 및 관찰, 먹을 수 있는 소재를 활용한 실험, 특별한 실험 도구 사용과 같이 '특별한 소재를 이용한 탐구 활동 경험'이 긍정적 과학 경험에 영향을 주었다. 또한 관찰 활동 중시, 명확한 실험 결과가 동반되는 실험, 만들기 활동의 병행, 다양한 자료 활용과 같이 '과학 탐구를 강조한 활동 경험'도 긍정적 과학 경험에 영향을 주는 요인으로 나타났다. 뿐만 아니라 학생 자율성 강화, 학생 간 협업 강조, 교과수업 외 과학 활동 수행 등 '학생 중심 활동 경험'도 긍정적 과학 경험에 영향을 주었다. 마지막으로 교사의 격려와 열정과 같이 '교사의 긍정적 영향'도 과학을 긍정적으로 인식하는데 도움을 주었다.

• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.317-330
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• 2019

The purpose of this study is to investigate the influences of science leading schools on primary and middle school students' positive experiences about science (PES) through in-depth interviews with teachers in charge of science leading schools. Science leading schools at the primary and middle school level such as Creative Convergent Science Labs and Student Participatory Science Classes were investigated and 11 teachers were participated in focus group interviews. Teacher in-depth interviews were conducted to explore the factors that led to the effectiveness of science leading schools in improving the student's PES in light of operational characteristics of science leading schools, characteristic factors of science leading schools on students PES, and improvement plans and requirements of science leading schools, as well as implications for general high schools. Science leading schools including Creative Convergent Science Labs and Student Participatory Science Classes applied for the leading school funding to secure supplies, equipments, and lab improvement for authentic science classes. In addition, reconstructed the curriculum more broadly than before, and emphasized and expanded student participatory classes and process-centered assessment at the teacher learning community level. Through student-participatory classes, the science leading schools stimulate students' interest in science, provide students with PES) through various instructions including projects, engage students in interesting science experiences in Creative Convergent Science Labs, and enhance inquiry skills and PES as well as science content knowledge. Based on the results, ways to spread the characteristics of science leading schools to general schools are suggested including expanding budget support, securing the space of science labs and improving spatial composition, providing diverse teaching and learning materials, diversifying assessment subjects and methods, and the necessity of teachers' continuous professional development, etc.

• 한국문헌정보학회지
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• 제48권3호
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• pp.193-215
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• 2014

본 연구는 간호학과 학생들의 그룹과제 시 협동적 정보행태에서 나타나는 만족도 및 정서적 경험 등을 설문조사하여 이들의 관계에 대해 종합적으로 분석해 보고자 하였다. 이를 위해 본 연구는 이용자들의 협동적 정보검색에서 나타나는 긍정적 또는 부정적 정서에 대한 평가는 동일 설문지에서 PANAS 척도를 이용하여 정서적 경험을 측정하였다. 학생들의 협동적 정보검색에 대한 경험은 정서적 측면과 상관관계를 살펴보고, 일반적 특성, 협동적 정보검색에 대한 경험, 정서적 측면과의 통계적 우의성은 t-test로 분석하였다. 연구결과, 간호학과 학생들의 협동적 정보검색과 정서적 경험은 상관관계가 있었으며, 또한 학생들의 일반적 특성, 협동적 정보검색과 정서적 경험은 통계적으로 유의미한 관계가 있는 것으로 나타났다. 특히 학생들의 성별과 '전반적 협동에 대한 만족도', 학생들의 성별과 긍정적 정서에서 유의미한 상관관계를 나타내었다. 본 연구를 통해서 협동적 정보행태에서 정서적 경험에 대한 후속 연구에 가능성을 발견하였다.

• 유통과학연구
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• 제17권2호
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• pp.91-100
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• 2019

Purpose - The importance of customer experiences has been increasing in retail industry as wells as theme park industry. The purpose of this research is to investigate relationships among brand experience, customer perceived value and brand support behavior in theme park industry. Furthermore, we tried to examine the moderating effects of interaction with customers in the relationships between brand experience and customer perceived value. Besides, we provided some implications for not only the theme park industry but also other service industries such as retail industry. Research design, data, and methodology - The research model has nine hypotheses, and we examined them empirically in this study. Five hypotheses were about relationships among theme park brand experiences, customer perceived value, and brand support behavior. The other four hypotheses were about the moderating effects of customer interactions in the causal relationship between brand experiences and customer perceived value. A total of 167 samples who had visited the theme park were surveyed and the hypotheses were tested with the statistical package programs such as SPSS 21.0 and AMOS 21.0. Results - The results of this study are as follows. First, it was proved that theme park visitors' sensory experience, emotional experience, and cognitive experience have significant positive effects on perceived value, although the hypothesis about the causal relationship between behavioral experience and perceived value is not supported. Second, the customer perceived value has a positive effect on brand support behavior. Third, customer interaction has a positive moderating effect between brand experiences and perceived value, except for behavioral experience. Conclusions - Based on the results of this study, there can be following significances and implications from both theoretical and practical perspectives. First, we confirmed the importance of experiential marketing in other service industries such as retail industry as well as the theme park industry. The marketing managers in these industries need to design various experience programs considering the various characteristics of experiences such as sensory, emotional, and cognitive experiences. Second, it will be necessary for the theme park managers to encourage active participation of customers, and raise the level of interaction between employees and customers.

• 한국초등과학교육학회지:초등과학교육
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• 제39권2호
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• pp.183-203
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• 2020

The purpose of this study is to investigate the factor for improving elementary and secondary students' positive experiences about science (PES). In-depth interviews with 32 students and 8 teachers from 8 elementary and secondary Science Core schools were conducted to explore the factors for improving the student's PES. The analysis of the results reveal that the eight key factors which had a decisive impact on a student's PES were 'practice-centered exploratory activities', 'student-led class', 'positive and professional feedback', 'construction of knowledge through exploration', 'class considering student's interest and aptitude', 'use of materials related to real life', 'smooth communication and collaboration in group activities', and 'appropriate difficulty in learning content'. There were also five environmental factors that affected these key factors: 'teacher's professionalism for science classes', 'science class environment', 'teacher community in unit schools', 'change in curriculum', and 'scientific activities other than regular classes'. Based on these results, the practical implications for improving the student's PES are suggested.