• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.551-558
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• 2020

The purpose of this study was to develop an integrated program to improve the creative and emotional ability of lower grade students. This program aimed to cultivate creative thinking and creative personality for problem solving, and to learn how to interact positively with others by developing emotional expression and control. Creative thinking ability includes fluency, flexibility, originality, elaboration, imagination, and sensitivity. Creative personality includes curiosity, sensitivity, adventure, humor, independence, task commitment, and problem solving leadership. We selected 6 creative thinking skills such as mind-map and brainstorming. Emotional factors consist of self /other understanding, control of emotional effect, self-expression emotionally, and respect for others for cooperation. The integrated program consisted of 12 themes, and the class time was set to 40 minutes, which is the same as the elementary curriculum. The program was conducted by a teacher with 10 years' experience.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.215-221
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• 2016

The subjects of this study were 64 young children aged 12 to 36 months old and their mothers and teachers. The attachment Q-set and an instrument for teachers' responsivity were used. Data were analyzed using SPSS 18.0, and Cronbach's and Pearson's r were calculated. The results were as follows. Teachers' consistency, warmth, and sensitivity were significantly correlated with the children's attachment to teachers. In addition, teachers' warm and sensitive responses were related to the children's attachment to mothers. Teachers' warm, sensitive, and responsive characteristics are emphasized for quality interactions between young children and teachers, since they contribute to the children's secure attachment to their mothers as well as teachers.

• Journal of Oriental Neuropsychiatry
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• v.21 no.4
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• pp.79-97
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• 2010

Objectives : The objective of this study is to investigate the effects of Jajun-maum-dom-movement program on the attention and hyperactivity of middle school students, Methods: Jajun-maum-dom-movement program was applied to 14 middle school students for 8 weeks, To measure the improvement of attention and decrease of hyperactivity, these tests were used - ADHD Diagnostic System(hereinafter ADS), Parent's Abbreviated Conners Rating Scale(hereinafter ACRS), Teacher's Korean ADHD Rating Scale(hereinafter K-ARS). For each variable in the 3 test methods, the results of before and after program were measured and then, the results were assessed by paired t-test, Interrelations between the resulted values of 10 variables were analyzed in these three groups: scores before program, scores after program, and change in scores before and after program, Among 10 variables, for variable showing significant difference by t-test, it was assessed by ANCOVA whether change in scores before and after program is affected by the grade and gender. Results: As for the changed score between before-the-program and after-the-program, in the ADS test, it was found that there is a significant effect in the "commission error" which is one of the indices showing the degree of hyperactivity, and "sensitivity(d')" which is one of the indices showing attention, and it was found that there is a significant effect in ACRS and K -ARSC total), Among the correlations of the 4 variables, "ACRS" and "K-ARSC total) ", which show the comprecessive criteria, have the positive correlation of significance in before-the-program, after-the-program and the changed score between before-the-program and after-the-program, However, there was no specific correlations among sub-variables about attention or hyperactivity, and in all of 4 variables, there was no significant degree of change according to grade or gender. Conclusions : As the results of assessment by ADHD Diagnostic System, Parent's Abbreviated Conners Rating Scale, Teacher's Korean ADHD Rating Scale to study the effects of Jajun-maum-dom-movement program on attention and hyperactivity, it is known that the program is helpful for improvement of attention and decrease of hyperactivity for the participated students.

• Journal of the Korean Chemical Society
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• v.28 no.1
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• pp.41-46
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• 1984

To preconcentrate trace elements, microgram amounts of 5 heavy metals (Cu, Co, Ni, Zn and Cd) were precipitated with 8-hydroxyquinoline (oxine) and metal oxinates were extracted with stearic acid. And then each of the molten stearic acid extract with stearic acid. And then each of the molten stearic acid extract was poured into a glass ring and cooled for specimen preparation. The obtained specimens were analyzed by X-ray fluorescene spectrometry. And then conditions of precipitation formation and extraction, reproducibility, sensitivity and detection limit were observed. The relative standard deviation of specimen preparation was 1.0~5.7% and the detection limit was 5~$50{\mu}g$/100ml. The proposed preconcentration procedure exhibited a considerable inhancement and simplicity in preparing specimens.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.7 no.6
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• pp.94-103
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• 2004

This article describes the current status of site-based environmental education (EE) in the Republic of Korea. Implications for site-based EE program development and operation are presented and recommendations for an improvement are provided. Questionnaires were mailed to 205 schools and organizations where site-based EE programs operated in 2002 with funding from the Korean Ministry of Environment. The questionnaire was designed and used to examine the scope, operation, and needs of site-based EE programs. The response rate was 27.3%. The results of the survey indicated that 'awareness', 'participation', and 'attitude' were addressed by the program goals and objectives more than 'knowledge' and 'skills'. The survey also indicated that activities in the programs were not variable and most were teacher/instructor-centered. Most of the programs reflected the 'connection with everyday life, direct experience and sensitivity'. There were some difficulties in motivating students and finding a good location and qualified instructional staff. Needs included well-designed program development and dissemination, professional development, increased funding support, and more effective program evaluation.

• Journal of Agricultural Extension & Community Development
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• v.19 no.1
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• pp.95-127
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• 2012

The objective of this study was to examine multicultural family children's adjustment process to kindergarten and differences in their adjustment among time points. For these purpose, we conducted interviews and a questionnaire survey with teachers in charge of 3-5-year-old young children from multicultural families at public and private kindergartens in Gwangju, Jeollanamdo and Daejeon. According to the results of this study, multicultural family children adjusted themselves to kindergarten through four weeks' daily life in the kindergarten. In daily work adjustment, they showed some difficulty in Week 2 but their adjustment improved rapidly in Week 3 and Week 4. Self adjustment and peer adjustment also improved notably in Week 3 and Week 4. In pro-social adjustment, the children showed difficulty in Week 2, improvement in Week 3, and again difficulty in Week 4. These results suggest that, by responding to the teacher's sensitivity and intimacy, young children in multicultural families have a pattern of adjustment similar to that of young children in Korea families.

• Journal of Information Technology Applications and Management
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• v.29 no.1
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• pp.29-45
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• 2022

The Fourth Industrial Revolution era requires people to have the ability of integrated thinking, critics, sensitivity, and creativity in an integrated manner. Therefore, teaching methods are expected to become more suitable for the trend. In this belief, current teacher-leading education method should move to students' self motivating one and consist of programs in which students voluntarily involve. In this reason, this study suggests FPBL educational method model that is combines project-based learning with flipped learning by analysing preceding research and digital painting tool class was designed by applying it. As a result of applying the designed class model to the class, all of the class satisfaction, effectiveness, and interaction were evaluated positively. Problems such as limitations of project classes due to non-face-to-face classes, large amount of learning before class, and reduced concentration during class were found. Therefore, when the FPBL class model is conducted non-face-to-face, it will be necessary to further strengthen the role of the instructor, provide lecture videos summarizing the core contents, and improve concentration by providing active participation and fun using various digital tools. The result of the study looks significant by confirming the possibility of applying FPBL model not only in design education but also other educational settings.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.291-301
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• 2023

The purpose of this study is to examine the perception of early childhood teachers on ecological art activities oriented to education for sustainable development. The research results are as follows. First, Early childhood teachers recognized the visual art of natural media, the pursuit of community values, and the participation and communication of social members as educational significance of ecological art activities. And difficulties in practicing ecological art were recognized as lack of educational environment, lack of ecological art teaching materials and specific examples, and teachers' lack of understanding of ecological art. Also, they recognized that ecological art activities foster core competencies in art experience area, such as nature-friendly communication skills, eco-friendly sensibility, and creative convergence skills. Second, regarding ecological art activities and sustainable development education, early childhood teachers considered the difficulties in practice as lack of awareness about sustainable development, lack of play meia and materials, lack of educational policies and support, and insufficient teacher training programs. Also, regarding the SDGs that can be practiced in ecological art activities, teachers were found to be highly aware of 'grow affordable and clean energy', 'improve clean water and sanitation', 'provide quality education' in the order. In the contents of education for sustainable development that can be practiced in ecological art activities, teachers are given the order of 'climate change response', 'clean energy', 'water and sanitation', 'quality education', 'health and well-being' and 'marine ecosystem'. was highly recognized. If an ecological art activity program is developed, the rate of responding that it will be used is high, so it is considered that the development of an ESD-oriented ecological art activity program is urgent.

• The Journal of the Korea Contents Association
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• v.8 no.12
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• pp.449-456
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• 2008

The purpose of this study was to study the student cognition toward the subject of physical education and toward the method of teaching in the class. For the statistical measurement, the population has been chosen as the fifth and sixth grade 319 students(160 male; 159 female) from four different elementary schools in Seoul, Korea. In terms of the teaching method and management of students, the results show that they agree with controlled participation in class and appreciate teachers ability such as explanation, skill demonstration, knowledge, evaluation, maintaining order and participating class. However, there were no statistical difference male and female except for teacher's explanation. This study clearly indicates that the students want more affirmative and cooperative class environment and they expect to be evaluated not only by skill itself, but also by class participation and activity in their physical education class. The cognition and preference toward the class between male and female students did not show any difference in this study. After all, Teachers need to have more understanding, more compassion and more sensitivity towards their elementary students for interesting, effective and affirmative class.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.21 no.3
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• pp.161-167
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• 2010

Objectives: In assessing behavioral/emotional problems in school-aged children, the importance of multi-informant reporting has been well documented. However, in clinical settings obtaining multiple informants' opinions has proven difficult. For that reason, we researched the agreement and predictive validity of the Child Problem-Behavior Screening Questionnaire (CPSQ) in order to reveal how accurate parents' assessments reflected teachers'opinions. Methods: We conducted the first screening for second- and third-grade children from 3 elementary schools in Seoul from 2003 to 2007 using the CPSQ. There were 1178 children included in the analysis. We then administered the Korean version of the Child Behavior Checklist (K-CBCL) as a second screening tool and subsequently, the ADHD Diagnostic System (ADS) and the Korean Educational Development Institute version of the Wechsler Intelligence Scale for Children (KEDI-WISC) was administered by a psychiatrist. We examined each item on the CPSQ and the subscale's agreement between parent and teacher as well as the predictive validity of the CPSQ in children diagnosed with emotional/behavioral problems. Results: The agreement rates between parents and teachers appeared high for questions 18 (0.433), 1 (0.385), and 2 (0.325). Among the subscales, a relatively high correlation was found for externalizing problems, attention deficit hyperactivity disorder, and cognitive problems. For all diagnosed children, their parents revealed a higher sensitivity and lower specificity than teachers. Conclusion: From these results, we confirmed that the CPSQ can be useful for sorting out externalizing and cognitive problems. There is a need for further study, however, with a larger sample size.