• Analyses & Alternatives
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• v.8 no.1
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• pp.137-167
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• 2024

This study sought to explain the reasons why the civic education bill failed to be enacted as many as 13 times. What we discovered as a result of our research is, first, the absence of a legislative strategy by the minority member of the national assembly on this bills. The Citizenship Education Bill was a controversial bill with great potential for ideological conflict, and after the 19th National Assembly, this bill was promoted by a minority of a specific political party. The Democratic Party's sponsoring lawmakers did not use active legislative strategies, such as exerting influence within the party to have these bills adopted as the party's platform, or developing them into major pledges for the general and presidential elections. Second, there is a consistent passive response from civic groups as well as lawmakers who signed the bill in an unfavorable public opinion environment. During the legislative process, opposing opinions were overwhelming, including concerns about the spread of leftist ideology, waste of budget and organization, and violation of neutrality and fairness in education. In addition, the passive attitude of field teachers and civic groups, who should be in charge of civic education, also served as a background for the legislative failure. Third, due to a lack of sharing of reliable information on recent theoretical research and global policy trends among stakeholders, legislation through an agreement between the ruling and opposition parties failed.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.457-476
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• 2009

The research aimed to investigate characteristics of middle school students in a biology class as science gifted education in terms of self-regulated learning abilities, personality traits and learning preferences. The twenty subject in the study responded to questionnaires of a self-regulated learning ability instrument, a personality trait tool, and a learning preference survey in March, 2009. It was found that the research subjects showed higher levels of cognitive strategies, meta-cognition, and motivation than those students in a previous study(Jung et. al., 2004), while environment was opposite. The level of cognitive strategies was significantly correlated with meta-cognition(r=.610, p=.004) and motivation (r=.538, p=.014) and meta-cognition with environment(r=.717, p=.000). Those students who showed highest levels of self-regulated learning ability displayed various personality traits. One male student with the highest level of self-regulated learning ability showed a personality of hardworking, tender-minded, and conscientious traits and wanted to be a medical doctor. The female student with the second highest level of self-regulated learning ability presented a personality as creative, abstract and divergent thinker and she showed a strong aspiration to be a world-famous biologist with breakthrough contribution. The five students with highest levels of self-regulated learning ability showed a common preference in science learning: they dislike memory-oriented and theory-centered lecture with note-taking from teacher's writings on chalkboard; they prefer science learning with inquiry-oriented laboratory work, discussion among students as well as teachers. However, reasons to prefer discussion were diverse as one student wants to listen other students' opinions while the other student want to present his opinion to other students. The most favorable science teachers appeared to be who ask questions frequently, increase student interests, behave friendly with students, and is a active person. In conclusion, science teaching for the gifted should employ individualized teaching strategies appropriate for individual personality and preferred learning styles as well as meeting with individual interests in science themes.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.1-25
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• 2018

Purpose: The purpose of this study was to explore about 2-year-old infants' attachment security to a child care teacher and peer play process through a case study. For this purpose, the attachment security was assessed with attachment Q-set to 2-year-old five infants at a day care center in Seoul. Participants of this study are four infants included two infants attached securely to their child care teacher and two infants attached insecurely to their child care teacher. Methods: Participant observation was conducted from April 12 to July 19 in 2018 through 36 observations in free play activities. The Data collected from the transcriptions of video shoots and teachers' interviews, child care plans, and reflexive journal was analyzed and interpreted. Results: The main results of the research were as follows: The beginning of peer play, when infants invited their peers to play, secure attachment infants selected suitable play partners and asked for a specific play behaviors. However, insecure attachment infants invited unsuitable play partners and asked uncertainly play actions to peers. In addition, when infants entered in-progress play, secure attachment infants understood the context of play but insecure attachment infants did not understand the context of play. In the progress of peer play, secure attachment infants cooperated with peers, shared play objects, but insecure attachment infants did not cooperate complementally with peers and express only their opinions. As well, insecure attachment infants could not play harmoniously without child care teacher's interventions. In the end of the peer play, secure attachment infants finished in collaboration with peers but insecure attachment infants failed to finish with the peers and was turned into play with the child care teacher because of peer conflict. Conclusion/Implications: This study has implications for basic resources to think about the role of child care teachers by helping them understand about the relation 2-year-old infants' attachment security to them and peer play process.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.19-42
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• 2008

The purpose of this study was to develop practical problem-based home economics teaching.learning process plans about a unit 'the youth and consumer life' of middle school eighth-grade Technology and Home Economics by applying blended learning(BL) strategy. According to ADDIE instructional design model, this study was conducted in the following procedure: analysis, design/development, implementation, and evaluation. In the stage of design and development, the selected unit was converted into a practical problem-based unit, and practical problem-based teaching. learning process plans were designed in detail by using BL strategy. An online study room for practical problem-based home economics instruction grounded in BL strategy was prepared by using Edunet(http://community.edunet4u.net/${\sim}$consumer2). Eight-session lesson plans were mapped out, and study aids for students and materials for teachers were prepared. In the implementation stage, the first-session teaching plans that dealt with a minor question 'what preparations should be made to become a wise consumer' were utilized when instruction was provided to 115 eighth graders who were in three different province, and the other one was in a middle school in the city of Daejeon. The experimental teaching was implemented for two weeks in the following procedure: preliminary program, pre-online learning, main instruction and post- online learning. The preliminary program was carried out in a session in the classroom, and pre-online learning was provided before the main instruction was given in a session in the classroom. After the main instruction was completed, post-online learning was offered. In the evaluation stage, a survey was conducted on all the learners and teachers to find out their opinions and suggestions.

• Journal of the Korean Society of School Health
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• v.5 no.2
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• pp.42-65
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• 1992

A survey was made of 976 students who were selected among students of 5 middle schools at Taegu so that it could furnish basic knowledge about sex education of adolescents by analyzing students recognition of sex, acquaintance with the opposite-sex, sex-education, The survery took a month from Nov. 1, to Nov 30, 1991. The results of this study are summarized as follows. 1. The general characteristics of the surveyed students. The survey consisted of 332 boys middle school student & 325 girls middle school students, 157 male & 162 female students of coeducational middle schools. 32.9% of them were from the first grade, 33.2% from the second grade & 33.9% from the third grade. 35.7% of them believed in Buddhism, 19% Christianism and the mode of their living standard, 86.7%, fell on 34.7% of their parents engaged in commerce and they were followed by salary man and public officals, 93.1 % of the students, parents were alive. 44.9% of their fathers were graduates of high school and 42.2% of their mothers middle school. 2. Sexual maturity 89.1 % of the surveyed girls had experienced menstruation. The mode of first menstruation, 48.2%, was at the age of 13 and the mean of it was 12.9, 3.7% the surveyed boys had exprienced a wet drem before. The mode of the first wet dream, 40.0%, was at the age of 14 and the mean was 13.4. 21.3% of surveyed students had the experience of masturbation but the number of girls fell far short of that boys. The mode of the first masturbation, 37.0%, was at the age of 14 and the mean was 13.4. 3. The acquaintance and sexual relations with the opposite sex 1) Analyzing the students actual conditions with the opposite, I found out that 52.3% of them wanted to have any kind of relations with the opposite and that 30.25 had already had some kind of relations. 73.2% of the students having relations with the opposite thought the other sex merely as a friend and the number of students who were thinking that way was distributed evenly among schools. 28.8% of the students had got acquainted with the other sex through their frieds and there were not much difference between boys and girls in the method of getting acquainated with the opposite. About 35.2% of the students having relations with the opposite came from the third grade. 47.8% of them answered that the meeting place was not fixed and 26.4% answered that they were meeting their parthers outdoors. 60.7% replyed that they were not disturbed in their studies by the relations with the other sex. 2) Most of the students 79.4%, answered that they had never had sexual relations and 16.3% of the rest said that thery were expressing their feelings by grasping each other's hand. 3) 16.6% of the surveyed students asid that they had the exprience of smoking, 1.1 % of an illusion caused by inhaling chemical addhesives, 44.0% of drinking and 41.4% of warching pornographic films. 4. The knowledge and attitude about the sex 1) The distribution and analysis according to schools and grades : 64.8% of the surveyed students answered correctly to the questions about mensturation, 49.3 % did so about wet dreams, 94.3 % did so about conception, 60.6% did so about child birth, 73.9% did so about AIDS and 50.1 % did so about sexual diseases. Roughly speaking, they had not much knowledge of sexual diseases. 2) The recognition of sex according to schools and grades : 39.0% of the students said that they had worries about sex. 33.1 % of what they worried was concerned with their bodies and 26.8% was about the acqaintance and relationship with the opposite sex. The girls were much more concerned about the former and the boys the latter. 51.1 % of the students asid that they had no specific opinion of masturbation but 19.2% said that's alright if self-restrained. About the sexual intercourse before marriage, 75.7% said negatively. 5. The need for sex education most of the students, 99.4% said they needed sex education and there was not much difference in that thought among schools. And 49.7% answered that schools, families, and societies were equlally important in sex education. About half of the students, exactly 50.2%. considered it as the main reason of sex education to prevent accidents cauesd by ignorance of sex. 81.4% said that they had had some kind of sex education. Most of the educations, 87.0%, had taken place at schools but 5.2% said they were getting most of the knowledge about sex from therir friednds, juniors and seniors. 59.5% of the students who had ever had a sex education said "Just so, so" when asked of the level of their contentment but the number of students who said "satisfied" was only a few, 16.1 %. 20.7% of the survered answered that thery wanted sex education to be made in the course of home life, and 26.6 % of the students most wanted to know about the acquaintance and relationship with the oppostie sex, 29.0% preferred nurse teachers as proper councellors of sex education. The mode of their present councellors, 42.0%, was friends but only 7.6% answered they dicussed with teachers. 6. The correlation analysis between general characteristcs and sexual behaviors of the surveyed students revealed that sex had a signigicant(P<0.001) positive correlation with parents' love toward students(P<0.01), the experience of masturbation, smoking, an illusion caused by inhaling chemical adhesives and the experience of watching pornographic films. And the standard of living had a significant(P<0.01) positive correlation(P<0.01) with grade point average, parents' existence(P<0.01) and parents' love, but a significant(P<0.01) negative correlation with sexual worries. grade point average had a significant(P<0.01)negative correlation with the experience of an illusion caused by chemical adhesives(P<0.01) and smoking. Parents' existence had significant(P<0.01) positive correlations with parents' love and smoking but a significant(P<0.01) negative correlation with the experience of an illusion by chemical adhesives. There was a significant(P<0.01) negative correlations between parents' love and the experience of an illusion by chemical adhesives, and a significant(P<0.001) positive correlation among masturbation and sexual worries, smoking, an illusion by chemical adhesives and the experience of watching pornographic films. There was a significant(P<0.001) positive correlation among acquaintance with the opposite sex, smoking, the experience of an illusion by chemical adhesives and watching pornographic films. Sexual worries had significant(P<0.01) positive correlations with smoking, the experience of an illusion by chemical adhesives and watching pornographic films. smoking had a significant positive correlation with drinking the experirence of, an illusion by chemical adhesives and watching pornographic films. Finally, there was a significant(P<0.01) positive correlation between the drinking experience and the illusion experience by chemical adhesives. According to the results mentioned above, the fact is certain that there is a great need for sex education of adolescents. Therefore, it is desirable that the schools teach sexual physiology and normal positively and that sex education including hygien education be an independant course in the curriculums. Furthermore, it is essential that the schools should have enough nurse teachers to take up sex education, expand training opportunities for them and that they develop educational materials. Considering the unbalance of the level of sex educations between boys and girls, I want to suggest that all boys and girls have sex education evenly and lead happy lives by correction irrational thought about sex, that is to say, sex discrimination, Sex education programs, especially of middle school students, should be reexamined if it is to give the students effective and profitable knowledge about sex. In addition, the government should establish a policy of adolescents' sex education to have healthy opinions of sex settled nationwide.

• The Korean Journal of Elementary Counseling
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• v.11 no.1
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• pp.71-91
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• 2012

The purpose of this study is investigate what effects of counseling program using children's poem on maladapted children in school on the children's self-esteem and school adjustment. For this, counseling programs using children's poem was developed and this counseling sessions were implemented to maladapted children in school and the research question to analyze the effect is as follows. First, what effect does the counseling program using children's poem have on the improvement of self-esteem of the maladapted children in school? Secondly, what effect does the counseling program using children's poem have on the school life of the maladapted children in school? The research target were maladapted children in school who are enrolled in the 4th grade in Elementary school. Through two different case studies, these students were selected after reflecting the opinions of the students' current homeroom teacher, parents, and friends. The counseling program using children's poem were conducted from June 2010 to July 2010, twice a week for a total number of 12 sessions. Each session consisted of 40 minutes and client's change process was explored. Through the counseling program using children's poem, this study collected data and examined the effectiveness of the program through comparing the results of the evaluated results of the language and behavior the target children responded, depth interviews with parents, friends, and teachers, behavior observation checklist, and the pre and post test results of the measurement tools. The results of this study is as follows. First, the counseling program using children's poem improved the self-esteem of the maladjusted child in school. Especially, among the sub-region of self-esteem, it was able to improve the domestic, social and academic self-esteem. Secondly, the counseling program using children's poem had a positive effect on the school adjustment of the maladjusted child in school. Among the sub-region of school adjustment, it had a positive change in the teacher relationships, peer relationships, and attitude. In addition, children's poem which was the reading material for the counseling program using children's poem was proven to work effectively in the counseling progress. Recitation and content of the children's poem promoted self-open of the client and as a result, it had a positive effect on improving relations with the counselor and this became the media that led to a successful counseling session. Therefore, I anticipate that this counseling program using children's poem will be actively used in counseling sessions through applying the results of this study and after revising the program so the counseling program could have a more efficient effect on self-esteem and school adjustment.

• 대한공업교육학회지
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• v.40 no.1
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• pp.1-22
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• 2015

The purpose of this study was to select and organize educational contents needed to achieve systematic education of Invention intellectual property in secondary vocational education and ultimately to provide basic data for development of national-level curriculum. For this, the study, based on literature research, selected and organized educational contents of Invention intellectual property and learning elements in secondary vocational education, which served as the first draft. Then, the study verified its validity through experts' meeting and prepared its final draft. The experts' meeting comprized three teachers engaged in education of Invention intellectual property, two researchers (including a professor) and one person in charge of intellectual property. This study had following findings. First, the first draft of selection and organization of educational contents of Invention intellectual property in secondary vocational education as per the literature research suggested nine subject and 39 educational contents. The result of validity analysis for the suggested first draft turned out to be generally valid at 4.4 on average. Opinions modified and added by the experts' meeting were 30 in total with 5 altered, 20 modified and 5 added. Second, the result of validity analysis of learning elements in educational contents by the subject turned out to be generally valid. Average validity by the subject was revealed as Basics of invention 4.4, General invention/patent 4.5, Invention & problem solving 4.3, General intellectual property 4.5, Invention & design 4.6, Particulars of patents 4.4, Patent drawings 4.5, Patent & own business 4.5. Third, the final draft of educational contents of Invention intellectual property in secondary vocational education selected and organized eight subjects and 40 educational contents. The finally-suggested subjects included Basics of invention, General invention/patent, Invention & problem solving, General intellectual property, Invention & design, Particulars of patents, Patent information, Patent & own business.

• Journal of Korean Home Economics Education Association
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• v.29 no.2
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• pp.1-22
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• 2017

The purpose of this research is to share the experience of reflective practice of a Home Economics teacher professional learning community(PLC) operator and to share better suggestions through reflection on PLC operation. All conversation in the 18 sessions of the PLC totally from May 31st 2013 to May 19th 2014 was recorded and transcribed. All materials of PLC activity were qualitatively analysed. Its themes were grounded on its coding and categorization scheme. Findings and conclusions of this study are as followings. The experience of learning the PLC for a year has found that it is the power to keep the PLC alive: courage and anxiety to face anxiety and anxiety about new challenges, the importance of theme selection, a teacher with a reckless challenge, shares of becoming a leader. Through reflection, I learned that concerns require attention to other teachers and the need for a 'New Round' for ongoing meetings. I, as a operator, did not fully consider participant's different interest as well as a program for a new round due to the lack of management experience. It led to the low participations in latter sessions of PLC. Suggestions are put as solutions to improve these problems; (1) grouping participants by school levels when collecting participants, (2) setting operation period and program applying participants' opinions, and (3) operating short-term PLC with certain themes to immerse reaching goal and satisfaction in short time.

• Journal of Korean Academy of Nursing
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• v.20 no.3
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• pp.414-429
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• 1990

Numerous research reports have substantiated the role of stressful life events in relation to the onset of health changes. The relationship tends to hold across different age groups. Theoretically, adolescence has been considered a developmental crisis period of great stress, impoverished coping skills and high vulnerability to biological, social and psychological demands. The research problem addressed by this study was to examine the relationships between stressful life events and health symptom patterns, and the effect of two variables, coping and social, support, theoretically considered to mediate the relationship between stress and health symptoms in adolescents. The following five hypotheses were tested in this research : 1. Health symptoms are positively related to stressful life events in adolescents, 2. Health symptoms are negatively related to coping in adolescents, 3. Health symptoms are negatively related to social support in adolescents, 4. When coping is controlled, the relationship between health symptoms and stressful life events will decrease, and 5. When social support is controlled, the relationship between health symptoms and stressful life events will increase. The study subjects consisted of 1090 high school students of the metropolitan city of Seoul. The following sampling procedure was used : 1. Of the 169 high schools in nine school administrative districts in the city, a proportional sample of ten schools was selected. 2. One class from each of the freshman and sophomore was randomly selected and all the students who were in the sampled class were used as the study sample. The study was limited to freshman and sophomore adolescents, aged 15 to 18(mean＝16.6). Of the 1090 subjects 688(63%) were boys and 402(37%) were girls. An Adolescent Inventory of Stressful Life Events, a Health Symptom Questionnaire and an Adolescent Coping Inventory were adapted for this study. The Norbeck Social Support questionnaire was utilized to collect the data on perceived social support. Five high school teachers in the areas of school health and counselling reviewed the items of each questionnaire for content validity. A pilot study was undertaken to ascertain reliability. Fifty three high school students responded to the questionnaires and gave their opinions on the items. For stressful life events, health symptoms, coping, and social support, the Cronbach's alpha's on the study were .70, .94, .77, and .76, respectively. Research assistants attended all the sampled classes with the school proctor to explain the purpose and procedures of the study to the students. The questionnaires along with a ballpoint pen were distributed to the students who were asked to complete each item. The research assistants left the ballpoint pen with the students as a gift for their cooperation. An average of 50 minutes was required to complete the questionnaires. Using an SPSS, the first, three hypotheses were tested using Gamma, a measure of association for ordinal variables. Partial gamma was used to test the fourth and fifth hypotheses. Patterns of elaboration described by Babbie were selected to interpret the relationship of the three variable analyses. The significance of gamma was determined by Chisquare at a .05 level of significance. There was a positive relationship between health symptoms and stressful life events(Gamma＝.35, p＝.000). Thus the first hypothesis was supported. Unexpectedly, coping was positively related with health symptoms(Gamma＝.13, p＝.000). That is, the higher the coping levels, the greater number of health problems. The third hypothesis, the higher the level of social support, the fewer the health symptoms, was not accepted in this adolescent study group. When coping was controlled, under the condition of low coping the association between health symptoms and stressful life events increased significantly to a partial gamma of .39, and under the condition of high coping it was .30. According to the elaboration model, when one partial relationship is the same or greater than the original and the other is smaller, the control variable should be considered to be specifying the conditions. When social support was controlled the relationship between stressful life events and health symptoms increased under the condition of low social support, but with high social support, the relationship decreased. Both partial gamma were statistically significant at .05 level(.43 and .26 relatively). It can be interpreted that stressful life events are strongly and positively related to health symptoms under the condition of low social support, however this relationship can not be expected with high social support. Thus, the last two hypotheses were conditionally sustained. In this study, the relationships between stressful life events and health symptoms, and the specified me diating roles of coping and social support were found to have statistical interaction. This finding supports the theoretical position of this study. It suggests that stressful life events would create high susceptability to biological social and psychological health symptoms and coping and social support buffering the relationship between stressful life events and health symptom. The findings of this study have implications for nursing practice. When adolescents are confronted with non-developmental life events that are perceived as stressful, nurses should recognize the evidence of the stress-buffering effect of coping and social support on health symptoms and utilize the diverse sources of social support that are readily available to adolescents.

• Journal of Nutrition and Health
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• v.9 no.1
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• pp.7-15
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• 1976

The Purpose of this study was to determine every possible correlation between food habits and body statures of primary school children, aged ten years old. This study was conducted from July to October of 1975. In July, prepared questionaires concerning life style, anthropometry, food preference, and food behavior were distributed through school teachers to 425 children; 219 boys and 206 girls, in the 5th grade of three elementary schools in the city of Seoul. Then, in October, when subjects had been classified into underweight/obese by statistical analysis, mothers of obese or underweight children were interviewed by the authors to determine weaning history, daily food consumption of their children, and opinions of various snacks for children. Analysis of results in terms of correlation coefficient, chisquare test and percentage calculations, are as follows: 1. Physical growth and development Boys Girls Height (cm) $134.8{\pm}5.74\;134.4{\pm}5.97$ Weight (kg) $30.0{\pm}4.27\;29.5{\pm}5.16$ Chestgirth (cm) $64.1{\pm}3.59\;63.3{\pm}3.81$ Arm circumference (cm) $18.3{\pm}1.61\;18.2{\pm}1.70$ Triceps skinfold thickness (mm) $10.9{\pm}5.13\;12.7{\pm}4.86$ Various indices of nutrition such as relative weight, relative chestgirth, $R{\ddot{o}}hrer's$ index, Kaup index, Vervaeck index were determined. 2. Food habits 1) Food $preference{\cdots}{\cdots}A$ varying number of foods were selected from 60 items were accepted. It was found that the food which children liked best was fruit and snacks were popular one. Lowest ranking among LIKED foods were from strongly flavored vegetables and organ meat. In general, girls had more food dislikes than did boys. Selected as liked foods were fruits, rice noodle soup, biscuits, and peanuts. Disliked foods were liver, green onions, onions, green pepper, mushrooms, oysters, shellfish, and pork. Items which children never ate before were liver, mushrooms, fish cake, boiled rice mixed with sorghum, mayonnaise, and fresh water firsh. Reasons which children gave for dislike were undesirable flavor and odor. 2) Food $behavior{\cdots}{\cdots}It$ was found that boys liked sweet and salty flavors more than did the girls who more often liked sour flavor. The majority of children enjoyed evening meals more than lunch and breakfast. A number of children skipped breakfast because of lack of appetite or lack of time before going to school. Snacks were the most popular food, especially among girls. Their snacking habits were formed by the encouragement of the mother, and the relieve boredom. Educational backgrounds of mothers and family economical levels of children were remarkable correlated with mothers' attitudes toward feeding of children. There were several interesting findings relating body stature to some other responses; such as that the obese child has a small number of brothers, higher birth order, higher educated mothers and higher family cultural background. It was also discovered that food perference, except for fat and oil group foods was not related to body stature. Sweet taste was liked best and pepperly taste was mostly disliked. Sour taste was popular in the group of underweight. Underweight children were more finicky, disliked snacking, and didn't get much attention from their mothers. 3) Correlation between body stature and nutrition during their infancy. The majority of children, both from obese and underweight, were breast fed as infant. Twenty five per cent of obese children and 17.4 per cent of underwight children started weaning at $1{\sim}6$ months old. The most popular supplemental food of weaning was cereal gruel for the obese group, while boiled white rice and cereal gruel were most common for the underweight group. Highly significant relationships were found between stature of parents and their children. In the obese group 47.8 per cent of fathers and 45.9 per cent of mothers were overweight; however, none of the fathers and only one mother was found to be underweight. In daily food consumption patterns, meals consisting of bread or noodle were popular in the obese group but disliked by the underweight group. The study found clear contrast in that the obese group liked meat and fish while the underweight group liked fruits and vegetables, especially kimchee. The obese children desired to eat cereal foods, milk and milk products, and fat foods while the underweight group desired to eat fruits and vegetables. Frequency of snacks per day was much greater in the obese group. Foods which mothers believed to be good for the health were carrots, cucumbers, fruits, milk, potatoes, sweet potatoes, and breads, while sweet foods such as candies, drinks. chocolate were considered not good for the teeth. Watching television was not significantly related to statures of children. Most significant relationships were found beween frequencies of family guest meals/and eating-out, and children's statures. Nutritional problems which have been considered for the malnourished children in addition to those of children who have a tendency toward obesity, must be taken into consideration in the development of proper nutrition education through the channels of regular school teaching and teaching by parents in the homes. Korean standards of anthropometric measurements for children should be revised, current measurements show much higher figures than present Korean standards.