• CELLMED
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• v.14 no.10
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• pp.12.1-12.13
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• 2024

This study investigated the psychological effects of the creative music fairy tale 'I am a music creator' education program, which was implemented as the convergence educational program of the Seocho Innovation Education District in 2021 for a total of 8 weeks for elementary school students, on Musical Interest, Self-Efficacy, and Self-Esteem. Before verifying the effects after conducting the education program for a total of 8 weeks, a homogeneity verification of the group composition was conducted through a pre-measurement, and it was confirmed that the composition by gender and grade was homogeneous. The results of this study are as follows. First, the results of the pre-test/post-test by research subject showed that the post-test scores in Musical-Interest and Self-Efficacy were slightly higher than the pre-test scores, but there was no significant difference. When Self-Esteem was considered, There was a significant difference, and the post-test scores showed a higher average than the pre-test scores. Second, the results of the pre-test/post-test by gender of the research subject showed that the post-test scores in Musical-Interest, Self-Efficacy, and Self-Esteem for male students were slightly higher than the pre-test scores, but there was no significant difference. The post-test scores in Musical-Interest and Self-Efficacy for female students were slightly higher than the pre-test scores, but there was no real significant difference. Self-Esteem showed a significant difference, and the post-test scores showed a higher average than the pre-test scores. Third, the results of the pre-test/post-test by grade of the research subject showed that the post-test scores in Musical-Interest, Self-Efficacy, and Self-Esteem for second graders were slightly higher than the pretest scores, but there was no real significant difference. In the 3rd grade, there was a significant difference in the sub-factors of Musical-Interest, interest in music classes, and Self-Esteem, and the post-score showed a higher average than the pre-score. In the 4th grade, the post-scores were slightly higher than the pre-scores in Musical-Interest, Self-Efficacy, and Self-Esteem, but there was no significant difference. Through these results, it was confirmed that the integrated music activity approach has a positive influence on elementary school students' Musical-Interest, Self-Efficacy, and Self-Esteem, which are formed in the process of growth and development.

• Archives of design research
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• v.20 no.3 s.71
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• pp.315-324
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• 2007

The fast development of the information technology makes Korea one of the most advanced countries in information communication in the world in a short period of time. However, the gap between the aged and the young has been seriously increased. Those who are less than 10% of the older adults are using the internet at present. It means the elderly has many difficulties in using the internet because of their physical and cognitive differences. The purpose of this study is that the aged can easily achieve and use information by developing a guidelines for the Korean typography in the web interface. A literature search was conducted on the web interface design guidelines for older adults. These guidelines were classified by interface component and the study subjects needed for the Korean internet environment were selected. The subjects are a more comfortably readable typeface according to the sizes, a proper text size of Gulim and Batang, a more comfortably readable leading size, the appropriate letter spacing, the proper line length of body, the suitable size proportion between a title and a body, and a more comfortably readable text alignment. Survey questions were made and these Questions were improved after the pretest. Both online and offline survey programs were written and the aged and the young were tested with these programs. The result of this survey shows that there are satisfaction differences between the aged and the young in the readability and legibility of the web contents. Therefore these universal guidelines to be used in the Korean typographical environment for the future aged population were specified. It is expected that this study will be used as basic data for the universal web interface where the older adults can easily use and acquire information.

• Journal of the Korean earth science society
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• v.39 no.2
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• pp.178-192
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• 2018

The purposes of this study were to develop and apply on learning on geological field trip utilizing the social construction of scientific model. We developed field trip places by considering not only Orion (1993)'s novelty space but also the achievement standards of 2015 national curriculum. The subjects of the study were 8 in the 'G' science gifted education center. We conducted a study using the theme of 'How was formed Mt. Gwanak?' on 5 lessons including a series of 2 field trip lessons and 3 lessons utilizing the social construction of scientific model. Students participated in pre- and post-test on the understanding of scientific knowledge about formation of mountain. Semi-structured interview was used to analyze students' learning about geological field trip in terms of affective domain. Results were as follows. First, there were 2 places of upper-stream valley and down-stream valley separately. They contained outcrops gneiss, granite, joint in the valley, xenolith, fault plane, mineral in the valley. Second, pre- and post-test and semi-structure interview were analyzed in terms of what scientific knowledge students learned about and how Mt. Gwanak was formed. Seven students explained that Mt. Gwanak was volcano during pretest. Seven students described how granite was formed to form Mt. Gwanak. They also understood geological time scale, i.e., metamorphic rock. Third, the geological field trip was effective to low achievement geoscience students as they engaged in the activities of field trip. Using positive responses on affective learning was effective on learning on geological field trip when utilizing the social construction of scientific model. This study suggests that teachers use an example 'model' on geoscience education. This study also suggests that teachers apply the social construction of scientific model to geological field trip.

• Journal of the Korean Society of School Health
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• v.14 no.2
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• pp.249-268
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• 2001

This study was carried out to identify the effects of an art therapy program based on reality therapy on the weight control, body image, and self-esteem of college students. The program was developed by the authors. The design was a pretest-post test control group design. The subjects were college students attending M college : 8 in experimental group A, 6 in experimental group 2, who wanted to control their body weight and 16 in the control group who didn't attend the program those in the experimental group attended the program once (group A) or twice (group B) per week meeting a total of six times. The data were analyzed by quantity method (SPSS 10.0 program) and quality method(process analysis). The results were as follows : 1. The average obesity index of pre-test, post-test, and a follow-up test decreased from 8.9% to 6.1%, 3.7%. And the rate of decrease both pre-post and post-follow up were statistically significant 2. The average obesity index of group A decreased from 9.6% to 6.3%, 4.1% and the rate of decrease between pre and post were statistically significant. But the rate of decrease between post and follow-up were statistically not significant 3. The average obesity index of group B decreased from 7.8% to 5.8%, 3.1% and the rate of decrease between pre and post were not significant statistically. But the rate of decrease between post and follow-up were statistically significant 4. The average scores of pre and post body image increased and were statistically significant : group A from 129.0 to 153.5, group B from 127.7 to 155.2. 5. The average scores of pre and post semantic differential method increased and were statistically significant: group A from 38.1 to 44.1, group B from 38.0 to 45.0. 6. The average scores of pre and post self-esteem increased: group A increased from 37.3 to 40.3 and were statistically significant, group B increased from 36.5 to 39.5 but was statistically insignificant 7. The average scores of pre and post obesity rate, body image, semantic differential method and self-esteem in the control group were not statistically significant 8. The pre and post scores of body image(p=.001), semantic differential method(p=.001) and self-esteem(p=.039) between experimental and control group were statistically significant. 9. In Duncan multiple comparison, it was not statistically significant between group A and B, but statistically significant between group A and the control group, group B and the control group in obesity index, body image, semantic differential method. There was no statistically significance among the three groups in self esteem 10. In Duncan multiple comparison, group A gained higher scores than group B in obesity index(-1.2%), and self esteem(0. 3). Group B gained higher scores than group A in body image(3. 0), and semantic differential method(1. 0). So it is difficult to conclude whether group A or B is more effective. In conclusion, the art therapy program based on reality therapy was effective in weight the control program of college students: obesity was decreased, the scores of body image and semantic differential method and self-esteem were increased. The scores of group A were increased more than group Band were statistically significant, The time interval was a very important factor in this program. The recommendation is : the validity of this program has to be tested through various subjects and in various areas. And also this program has to be tested in other topics.

• Research in Community and Public Health Nursing
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• v.6 no.1
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• pp.55-73
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• 1995

An Effect of Muscle Strength Training Program on Muscle Strength, Muscle Endurance, Instrumental Activities of Daily Living and Quality of Life in the Institutionalized Elderly Recent statistics shows that the aged are the fastest growing segment of our population by increasing life span. The age group of over 60 shows multiple health problems and the most serious handicapping problem of these. are related to the changes in muscular skeletal system. With aging, people lose. their muscle mass and muscle strength resulting from biological changes and physical inactivity. Studies documented a 30-50% loss of muscle mass in an advanced age and thus, ordinary life activities can be seriously affected due to weakened muscle strength. Preservation of muscle strength of lower limb is especially important in the aged. Since it is readily affected from reduced physical activity in old age, sometimes to the detriment of moving or walking. So muscle strength exercise program designed for the elderly to improve leg muscle strength and leg muscle endurance. The research design used was nonequivalent control group pretest - protest design. The purposes of this study were to test the effect of muscle strength exercise program utilizing Leg Press on muscle strength, muscle endurance, instrumental activities of daily living(IADL), cognitive perceptual variables and quality of life. Forty nine subjects participating in this study consisted of twenty four male and twenty five female. Twenty four experimental group subjects were selected from C-institution in Chung Buk province, and twenty five control group subjects were selected from O-institution in Chung Nam province. The mean age of subjects was 72.8 years. Muscle strength training program utilizing Leg Press for the experimental group was carried out three times a week for 9 weeks. The data was collected from August, 1993 to October, 1993. Data were analyzed with $X^2-test$, t-test, ANCOVA test, Kruskal Wallis 1-Way ANOVA test using SPSS PC program. Results were obtained as follows : 1) The experimental group showed significantly higher scores on muscle strength (leg lift strength, back lift strength and grip strength) and muscle endurance than control group after the experiment $\ulcorner$F=52.35(p=.001), F=54.07(p=.001), F=6.97(p=.011), F=18.17(p=.001)$\lrcorner$ 2) Experimental group were significantly higher scores on IADL than control group(F=7.51, p=.009). 3) Experimental group showed significantly higher scores on economical state and self esteem aspects of the quality of life scale than control group $\ulcorner$F=10.59(p=.002), F=6.97(p=.011)$\lrcorner$. But there were no differences in emotional state, physical and functional state and relationship with reatives in the quality of life between groups. 4) Scores on IADL showed a significant difference with the level of muscle strength and muscle endurance $\ulcornerx^2=7.73(p=.025),\;x^2=8.86\;(p=.011)\lrcorner$ 5) Scores on self esteem and physical and functional state aspects of the quality of life scale showed a significant difference with the level of IADL $\ulcornerx^2=11.39(p=.003),\;x^2=9.02(p=.011)\lrcorner$. 6) Scores of experimental group after the experiment in cognitive perceptual variables (perceived benefit on exercise, perceived health status, self efficacy, emotion on exercise) were significantly higher than those of control group $\ulcorner$F=32.09(p=.001), F=5.07(p=.029), F=20.63 (p=.001), F=30.38(p=.001)$\lrcorner$. As a result of this study, the effect of strength training exercise program with Leg. Press had improved muscle strength, muscle endurance, IADL, and the perception of self esteem, physical and funtional state, and economical state. Thus strength training program could be beneficially applied for the prevention of disablity and promotion of health and wellbeing in the aged easily and safely. The subjects in the experimental group have maintained their exercises till six months after the cessation of the experiment. This seem to illustrate that changes in cognitive perceptual variables and the improvement in health status have reinforced motivation for the continuation of voluntary exercises. A further study is necessary to determine the factors affecting maintainance of muscle strength exercise and to assess the effect of weight training program on bone density.

• Journal of Music and Human Behavior
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• v.4 no.2
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• pp.18-40
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• 2007

The purpose of this study was to verify the influence of musical activities on social and emotional behavior of infants, through providing musical activities to the infants who were cared in a nursery and observing the interactions between peer group, or a therapist and an infant derived during them. The subject is 24 infants who are under 2 years of age(25~36months) at two nurseries located in Bundang area, and 13 infants among them are randomly assigned as study group and 11 infants as control group. Pretest and posttest about social and emotional behavior are performed, and ITSEA developed by Brggs-Gowan and Carter(2001) and amended by Shin Ji Yeon(2004) was used as an evaluation tool. Infants' changes of interaction behaviors during musical play were also analyzed quantitatively and qualitatively, and for the analysis, infant's social play behavior examination tool developed by Holloway and Reichhart-Erickson(1988) was adopted. Based on time sampling method, each item of this tool was evaluated. Each session was performed for 15 minutes, and 60 times of analysis about interactions per session was conducted at every 15 seconds. The analysis result was showed with a table and a graph, and described qualitatively about behavior changes. When compared social and emotional positive behavior average figures and negative behavior average figures between study group and control group, this study showed that the positive behavior figure of study group was increased and the negative behavior figure was decreased. While concentration and empathy among positive behaviors increased meaningfully, aggression, defiance, separation anxiety and rejection to new things among negative activities also decreased meaningfully. The conclusion of this study is as follows. First, interactions with peers or a therapist based on music and musical experience make an effect on strengthening positive behavior among social and emotional behavior and decreasing negative behavior. Second, music has influence on negative behaviors more than positive behaviors of an infant, and produces a good effect on sub behaviors of negative behaviors specially.

• 대한공업교육학회지
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• v.43 no.1
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• pp.1-19
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• 2018

As the BIM designing technology has been applied recently in the construction field, architectural design education in the field of work and university has been changing to 3D modeling. Nevertheless, architectural design & drafting education in the construction specialized vocational high school is not responding appropriately to change. Despite the fact that students need to have 3D modeling design ability, there is a very lack of 3D housing design instructional material that can satisfy the change. The purpose of this study is to develop BIM-based 3D modeling instruction material and apply to analyze effect on interest and task performance ability on Housing Design. The 3D modeling instruction material used in this study was developed through four stages of preparation, development, implementation and evaluation according to the PDIE model procedure. Also, the experimental design model for hypothesis testing was used nonequivalent control group pretest-posttest design. Based on the experimental design model, BIM-based 3D modeling instruction material was performed in the experimental group and 2D CAD-based standard instruction material was taught in the control group. Experimental treatment was conducted on the students of construction specialized vocatinonal high school, and applied to the subject of Professional Drafting in the 12 hours. Before and after the experimental treatment, the interest and task performance ability on Housing Design were tested. Based on the test results, we analyzed the effects of the 3D modeling instruction material through the independent samples t-test. The results of the study are as follows. First, BIM-based 3D modeling instruction material was developed of 'Housing Design & Drafting' unit on the subject of Professional Drafting in construction specialized vocational high school. Second, the application of 3D modeling instruction material has shown to be effective in improving students' interest. Third, the application of 3D modeling instruction material has shown to be effective in improving students' task performance ability on Housing Design.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.569-581
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• 2016

This experimental study employs a pretest -posttest method concerning the integrated therapy of neurofeedback training, brain gymnastics, and oriental herbal tea effects on seniors living alone. The purpose of the study is to identify effects on brain functions and quality of life. The study participants included 23 seniors living alone (male 10, female 13), ranging in age from 65~90. The experiment lasted 8 weeks, from December 22, 2014, to February 28, 2015. The neurofeedback training utilized the 2 Channel neurofeedback system by Braintech Corporation and was conducted a total of 16 times over 8 weeks, having two sessions per week lasting for 30 minutes focusing on relaxation, concentration and memory. Brain gymnastics, developed by the Korean Science Institute of Psychiatry, ran for 30 minutes, twice a week for a total of 16 sessions administered over 8 weeks. Participants were required to drink 3 cups of oriental herbal tea developed according to Donguibogam for 8 weeks. The results of applying integrated therapy found positive effects on brain function resulting from changes in level of tension and anti-stress quotient. Quality of life, daily life basic measurements, and depression symptoms were significantly influenced by decreases in blood pressure and blood sugar. Results of this study find the integrated therapy of neurofeedback training, brain gymnastics, and oriental herbal tea can significantly enhance brain functions and quality of life within seniors living alone. Therefore integrated therapy involving neurofeedback, brain gymnastics, and oriental herbal tea is a necessary intervention to improve the quality of life of seniors living alone, and will improve the quality of life through healing both mind and body in a more practical and systematical manner.

• Research in Community and Public Health Nursing
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• v.12 no.2
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• pp.397-405
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• 2001

The vision disturbances of school- age children has been recognized as and important school health problem. As the visual disturbances of the school-age children is recognized as the nation's health problem. the importance of the development of educational program for visual health should be emphasized. Recently, eyeball movement and other visual health management method has been introduced for prevention or recovery of decrease in visual acuity. But, the effect of eyeball movement was not confirmed yet. And, the controversy around the treatment effect is continued. The decrease of visual acuity is one of the important school health problem as well as it causes discomfort in daily life of the students. So, it should be considered as an important subject for school health and there is a need to develop an effective intervention program for visual health. The purpose of this study is to develop and evaluate the program with the recognition of the need of the intervention for visual health. The visual health promotion program was developed by the researcher and the program was initiated by the school. Nonequivalent control group pretest-posttest design was applied for study which examined the effect of the visual health promotion program. The subjects were 742 children (experimental group: 398; control group: 344). The experiment was composed of health education and eyeball movement. Health education was provided 5 times to the children in the class room. Children of experimental group exercised eyeball movement in the class, watching video for 10 minutes two times a day. The exercise was continued for 10 weeks. The result of the study were as follows. 1) change of visual acuity Before the intervention, mean of the visual acuity was .86 for the experimental group and .91 for control group. After the intervention, mean of visual acuity was .95 for the experimental group and. 90 for the control group. There was no significant difference in the change of visual acuity between experimental and control group. 2) change of refraction. In the experimental group, 327 eyes (41.08%) were normal vision and 469 eyes (58.98%) were eyes of refraction errors, 38.82 % of the total eyes were myopia. There was no significant change in the refraction in the children with myopia after the intervention. 3) Awareness of visual acuity, change of knowledge, behavior. and attitude (1) After the intervention, there was a significant difference in the awareness of visual acuity (experimental group: 70.10%. control group: 50.97%, p<.01). (2) After the intervention, there was a significant knowledge increase in the experimental group (pp<.01). (3) There was no significant difference in the visual health behavior after the intervention. (4) There was a significant positive change in the attitude related to visual health in the experimental group ( pp<.05). 4) There was a significant positive change in the subjective discomfort of the students. But, there was no significant change in the objective eye symptom after the intervention. Even though there was no effect in the visual acuity and the change of the refraction. subjective visual health as well as the attitude and knowledge' of the children and parents toward visual health was improved significantly. Also, there was an increase in the intention of change and the awareness for the visual health management. It is suggested that various educational strategies for visual health promotion should be developed and examined for the visual health promotion of the students.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.872-881
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• 2002

Student questioning is included in the priority of science literacy, to enable students to solve problems by exploring questions, communicating and constructing knowledge(AAAS, 1989). Also, the essence of student questioning in science lies in its function as a link between thinking and learning. But educators did not pay much attention to students' questioning in Korea. The purpose of this study was to investigate the effects of science question enhancement instruction on students' science questioning level and achievement. Also, this study showed the effects of other variables(logical thinking, science achievement, interest, and gender) on students' science questioning level. The pretest-posttest control group design group design was used. The sample was consisted of 80 second grade middle school students in experimental group(Science question enhancement instruction) and 74 students in control group(Traditional learning). Students in both groups were received identical content instruction on the unit 'Structures and functions of plant'. These groups were treated for 15 hours during 6 weeks. Students' questions were rated using the four levels described by the Middle School Students' Science Question Rating Scale(r= .96,)(Cuccio-Schirripa & Steinner, 2000). Science achievement data were collected using a 17 item multiple choice test(Cronbach ${\alpha}$= .84). To investigate students' logical thinking ability, a abridged GALT(Cronbach ${\alpha}$= .69) was used. Five-way ANOVA, ANCOVA, and multiple regression analysis were used to analyze the results. The results indicated that students who received instruction on researchable questioning outperformed those students who were not instructed on high-order questioning(p< .01). Results of correlations indicated that instruction(r= .640), science achievement(r= .311) and logical thinking ability(r= .212) was significantly and positively related with students' questioning level. But, interest and gender did not show any significant correlation with students' questioning level. Science question enhancement instruction was more effective on science achievement than the traditional instruction(p< .01).