• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.1-9
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• 2019

In order to improve the quality of textbooks, this study analyzed seven informatics textbooks published based on the 2015 revised curriculum. Content analysis was used to analyze the organization system of these textbooks. Learning objectives of the textbooks were also analyzed according to Anderson's taxonomy of educational objectives. Furthermore, a textbook satisfaction survey, in which textbook selection criteria were applied, was given out to preliminary teachers. The results showed that the textbooks were similarly organized, centered on practice, activities, differentiated learning, and small group learning. However, the number of pages varies considerably for each chapter. After analyzing learning objectives of the textbooks, it was found that in terms of cognitive processes, 'understanding' (53%) was the highest item and 'analyzing' (16%) the second highest; in terms of type of knowledge, 'conceptual' (42%) and 'procedural' (31%) accounted for the two highest categories; in terms of cognitive domains, there has been a significant increase in 'analyzing' and 'creating' facets for learning objectives of these new versions of textbooks as compared to those of previously existed textbooks. In the satisfaction survey on a 5-point Likert scale, 'the accuracy and fairness of the content' had the highest points at 4.21 among four scale items. In this study, the improvement of the textbook is proposed based on the findings from this analysis.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.433-451
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• 2019

This study aimed to develop and validate the Classroom Problem Behavior Scale - Elementary School Version (CPBS-E) measure which is unique to classroom problem behavior exhibited by Korean elementary school students. The focus was on developing a universal screening instrument designed to identify and provide intervention to students who are at-risk for severe social-emotional and behavioral problems. Items were initially drawn from the literature, interviews with elementary school teachers, common office discipline referral measures used in U.S. elementary schools, penalty point systems used in Korean schools, 'Green Mileage', and the Inventory of Emotional and Behavioral Traits. The content validity of the initially developed items was assessed by six classroom and subject teachers, which resulted in the development of a preliminary scale consisting of 63 two-dimensional items (i.e., Within Classroom Problem Behavior and Outside of Classroom Problem Behavior), each of which consisted of 3 to 4 factors. The Within Classroom Problem Behavior dimension consisted of 4 subscales (not being prepared for class, class disruption, aggression, and withdrawn) and the Outside of Classroom Problem Behavior dimension consisted of 3 subscales (rule-violation, aggression, and withdrawn). The CPBS-E was pilot tested on a sample of 154 elementary school students, which resulted in reducing the scale to 23 items. Following the scale revision, the CPBS-E was validated on a sample population of 209 elementary school students. The validation results indicated that the two-dimensional CPBS-E scale of classroom problem behavior was a reliable and valid measure. The test-retest reliability was stable at above .80 in most of the subscales. The CPBS-E measure demonstrated high internal consistency of .76-.94. In examining the criterion validity, the scale's correlation with the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) was high and the aggression and withdrawn subscales of the CPBS-E demonstrated high correlations with externalization and internalization, respectively, of the Child Behavior Checklist - Teacher Report Form CBCL-TRF). In addition, the factor structure of the CPBS-E scale was examined using the structural equation model and found to be acceptable. The results are discussed in relation to implications, contributions to the field, and limitations.

• Pediatric Infection and Vaccine
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• v.31 no.1
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• pp.102-112
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• 2024

Purpose: To identify the epidemiological characteristics and risk factors of coronavirus disease 19 (COVID-19) outbreaks depending on the type of educational facility by analyzing the COVID-19 cluster associated with educational facilities. Methods: This study is based on epidemiological investigation of COVID-19 cluster in Gangwon-do, Korea from December 10, 2020 to September 23, 2021 reported to the Korea Disease Control and Prevention Agency's Integrated Disease and Health Management System. Four hundred seven patients in 19 facilities, classified as cluster related to educational facilities, were the study population. The result of preliminary epidemiology survey report, in-depth epidemiological survey by phone and the result of risk assessment derived from the field epidemiology investigation were retrospectively analyzed to evaluate infectivity and the characteristics of the risk factors. Results: There were total of 407 confirmed patients related to 19 educational facilities, with 204 students under the age of 19 (50.1%). One hundred fifty-five preceding spreaders were from families (38.1%) and 125 were the teachers (30.7%). The place exposed to confirmed patients was the highest with 139 people (34.2%) at home. Conclusions: It was confirmed that the cause of the occurrence of clusters related to educational facilities was higher due to family transmission than the risk of facilities in schools. Nevertheless, continuous efforts should be made to control infection in educational facilities, and that teachers' implementation of principles for prevention of COVID-19 personal hygiene in their daily lives should be strengthened.

• Korean Journal of Environment and Ecology
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• v.30 no.1
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• pp.118-129
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• 2016

The purpose of this study was to offer the preliminary data for the development of forest therapy program. This exploratory study is about the development of forest healing program by identifying what is the forest healing program preferences of potential consumers and would be an important basis for the operation. The survey of interests and needs of 620 people on the forest therapy was analyzed. Using SPSS 21.0 program, statistical analysis, frequency analysis, T-test, One-way ANOVA, we looked at the differences in forest healing program preferences according to gender, age, occupation. Forest therapy program preference was found to vary depending on sex, age and job. First, according to gender, men preferred athletic in the forest and camping compared to women, and women showed a higher preference than men in the overall program. Second, depending on age, as compared to other age, for 20s; stress assessment & diagnosis, cooking in the forest, photo therapy in the forest, for 30s; walking in the forest, counseling, listening to lectures(stress-related or interpersonal relationships-related), communication-related lectures and vision quest, for 40s; meditation, viewing the forest, forest bathing wind bathing sun bathing, walking on barefoot in the forest, for 50s; breathing breathing exercises, yoga, mountaineering, climbing in silence, eating wild food, respectively, each of those programs were especially favored. Third, the forest healing program preference in accordance with the job is as follows. For students; stress assessment & diagnosis, cooking in the forest, etc., for teachers; walking in the forest, mountaineering, reading in the forest, viewing the forest, forest bathing wind bathing sun bathing, camping etc., for housewives; yoga, listening to the sound of water flowing, drinking herbal tea, eating wild food, for specialist researcher; breathing breathing exercises, climbing in silence, meditation, sleeping in the forest, respectively, each of those programs were especially favored. We expect the results of this study to be utilized as basic data for the development of forest therapy program targeting on adults.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.163-188
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• 2010

This study set out to develop and evaluate an educational program for the Clothing Life of Home Economics through the theme-based integrated approach develop integrated thinking abilities for solving everyday problems. For those purposes, it selected a couple of themes in the area of Clothing Life toward which the theme-based integrated approach could be develop and evaluate an educational program. The developed program was applied and assessed in total 28 hours of field lessons given to eighth graders attending B Middle School in Busan Metropolitan City. The analysis stage involved an exploration into programs related to an integrated approach to other subjects; the design stage identification of program types; and the development stage theme selection according to the selection criteria. The previous studies were analyzed along with the Technology and Home Economics textbooks to select a theme. two themes "Clothing Management" and "Fabrics(Materials)" were selected after discussing with the students on the Messenger and with a group of experts. Then content was organized and composed around the themes by discussing connections with other subjects. There were three evaluation; one by experts, another through preliminary lessons, and the other through field lessons. Following the research procedure, a theme-based integrated program was developed for the two selected themes. It contained total 49 and 32 learning materials for "Clothing Management" and "Fabrics(Materials)," respectively. Those learning materials were comprised of experiments and practices according to the nature of the themes. Each program consisted of the goals, learning content, content organization chart, learning activities, and evaluation; learning activities experiences, practice and experiment activities, self-directed activities and problem-solving processes; and evaluations self-evaluation, teacher evaluation, peer evaluation, portfolio, and experiment reports. The program was assessed three times. The first and second evaluation results found that the program was well compatible with the current needs, was properly organized to give lessons through integration with other subjects, and continuously maintained the students' interest. They, however, requested that there should be detailed explanations about each part of the program content. In the third evaluation done by the students during field lessons, 60% of them said that the program was fun and its content was easy to understand, that they realized a theme could be connected to several other subjects, and that the program could be applied to actual life. The educational program through the theme-based integrated approach is significant in that it is an educational program for the area of Clothing Life and tries an integrated approach. It helped the students not only gather knowledge in an integrated manner, but put it to practical uses to solve various problems they faced in actual life by creatively changing integrated knowledge. The study will be hopefully used by many teachers so that the students solve problems based on the ability of integrating various knowledges organically.

• Sleep Medicine and Psychophysiology
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• v.7 no.1
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• pp.51-59
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• 2000

Objectives: It is been reported that sleep patterns change significantly during the adolescent years. In Korea, the sleep patterns of adolescents have not been investigated systematically. The authors performed preliminary study about sleep patterns of middle and high school students in Seoul before nationwide study. Methods: The authors selected one of middle and high schools located in typical middle class area in Seoul. The study was performed during the periods when examination or vacation did not affect the sleep cycle. Fifty to one hundred male and female students were selected from one school year each. One of investigators explained the purposes and methods of this study to the students and gave additional explanation to the teachers in charge. We designed a questionnaire for subjects to describe the nap time, bedtime, sleep latency, total sleep time, rise time and sleep efficiency, and the students recorded sleep logs for seven days including weekend. Eight hundred three students answered the questionnaires. Among them, we selected the subjects who recorded sleep logs at least three days and filled up the questionnaires completely. Finally, seven hundred seventy one subjects were included in this study. Weekend was defined as the time from Saturday morning to Sunday morning, and Sunday sleep patterns were treated separately. Results: Across the six school years, school-night bedtimes were delayed one hundred twenty four minutes and school-ight rise times were advanced by thirty five minutes. School-night total sleep times were decreased by one hundred fifty eight minutes, and weekend bedtimes were delayed by one hundred twenty five minutes. The students tended to oversleep on weekends, and the mean of weekend oversleep was ninety six minutes. But, bedtime in weekends was not delayed. Daytime sleep, sleep latency and sleep efficiency were not changed greatly across six school years. Total sleep time of female students was decreased significantly between third middle school year and first high school year, but time of male students was decreased between first and second high school year. Conclusion: It is supposed that sleep deficiency of middle and high school students in Seoul was due to delayed bedtimes and advanced rise times across the school years.

• Journal of Science Education
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• v.43 no.1
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• pp.157-172
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• 2019

The purpose of this study is to analyze the influence of number of targets on common knowledge generation and brain activity during the common life science discovery task performance. In this study, 35 preliminary life science teachers participated. This study was intentionally made a block designed for EEG recording. EEGs were collected while subjects were performing common discovery tasks. The sLORETA method and the relative power spectrum analysis method were used to analyze the brain activity difference and the role of activated cortical and subcortical regions according to the degree of difficulty of common discovery task. As a result of the study, in the case of the Theta wave, the activity of the Theta wave was significantly decreased in the frontal lobe and increased in the occipital lobe when the difficult difficulty task was compared with the easy difficulty task. In the case of Alpha wave, the activity of Alpha decreased significantly in the frontal lobe when performing difficult task with difficulty. Beta wave activity decreased significantly in the frontal lobe, parietal lobe, and occipital lobe when performing difficult task. Finally, in the case of Gamma wave, activity of Gamma wave decreased in the frontal lobe and activity increased in the parietal lobe and temporal lobe when performing the difficult difficulty task compared to the task of easy difficulty. The level of difficulty of the commonality discovery task is determined by the cingulate gyrus, the cuneus, the lingual gyrus, the posterior cingulate, the precuneus, and the sub-gyral where it was shown to have an impact. Therefore, the difficulty of the commonality discovery task is the process of integrating the visual information extracted from the image and the location information, comparing the attributes of the objects, selecting the necessary information, visual work memory process of the selected information. It can be said to affect the process of perception.

• Korean Journal of School Psychology
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• v.17 no.2
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• pp.165-180
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• 2020

As a tiered system of supports, School-Wide Positive Behavior Support (SWPBS) is an evidence-based practice in the educational system of Korea. An important aspect of SWPBS is the ongoing progress monitoring and evaluation of implementation fidelity. This study aimed to develop and validate the Korean Tier 3 School-Wide Positive Behavior Support Implementation Fidelity Checklist (KT3-FC). The preliminary KT3-FC consisted of a 37-item, 6-factor checklist. In the first phase of the study, 10 experts reported that the range of content validity of the KT3-FC was adequate. In the second phase of the study, 185 teachers (52 men and 133 women) who implemented SWPBS completed the KT3-FC, Individualized Supports Questionnaire, School Climate Questionnaire, School Discipline Practice Scale, and PBS Effectiveness Scale. An exploratory factor analysis resulted in a 5-factor structure, with 20 items, instead of 37 items, consisting of: (a) progress monitoring and evaluation of the individualized supports, (b) provision of supports by aligning and integrating mental health and SWPBS, (c) crisis management planning, (d) problem behavior assessment, and (e) establishment of individualized support team. The internal consistency of the KT3-FC was good (full scale α = .950, sub-factor α = .888 ~ .954). In addition, the KT3-FC showed good convergent validity, having statistically significant correlations with the Individualized Support Questionnaire, School Climate Questionnaire, School Discipline Practice Scale, and the PBS Effectiveness Scale. Finally, the confirmatory factor analysis showed that the 5-factor model of the KT3-FC had some good model fits, indicating that the newly developed fidelity measure could be a reliable and valid tool to assess the implementation of Tier 3 supports in Korean schools. Accordingly, the KT3-FC could contribute to implement SWPBS as an evidence-based behavioral intervention for Korean students.