• Journal of the Korean Institute of Landscape Architecture
• /
• v.35 no.2 s.121
• /
• pp.1-12
• /
• 2007

근래 한국에서도 대표적 공공공간인 공원의 조성 및 관리와 관련하여 파트너십에 대한 관심이 일고 있다. 주민들이 만들어가는 공원, 다양한 힘의 역학구조 속에서 공공성 유지, 지속 가능한 사회 구현에 도움이 될 것이라는 전망 때문이다. 이에 본 연구에서는 추후 한국에서의 실천과 제도정비에 도움이 될 수 있도록, 영국에서는 어떻게 정책적으로 파트너쉽을 유도하는지 그리고 커뮤니티는 이를 어떻게 수용하여 자신들의 사례를 만들어 가는가를 살펴보았다. 사례연구에 있어서는 질적 연구방법을 택했으며, 분석보다는 사례가 갖는 내러티브(narratives)를 다층적으로 서술하는데 초점을 두었다. 이것은 거대 내러티브가 사라지고 있는 현대 사회에서 일반적 원칙보다는 개별 사례의 구체성을 밝히는 것이 보다 중요하다는 일부 사회학 연구자들의 견해를 수용한 것이다. 더욱이, 주민참여 관련 사례는 지역특성과 주민의 영향을 많이 받기 때문에 이러한 연구방법이 유용할 것이다. 더불어, 이러한 방식은 자못 추상적 이해에 그칠 외국 사례를 보다 구체적으로 이해하는데 적합할 것이다. 연구결과에 있어, 먼저 영국에서는 지방의제21(LA21)이 지방정부의 서비스에 대한 근본적 태도와 체계를 바꾸는데 기여했다는 것을 알 수 있었다. 일례로, 뉴캐슬(Newcastle upon Tyne)시는 직접 서비스를 제공하기 보다는 주민들의 참여를 촉진하고 도와주는 방향으로 역할을 전환하고 있었다. 그리고 다양한 자금지원체계는 직접적으로 파트너십을 독려하고 있었다. 영국 뉴캐슬(Newcastle upon Tyne) 웨이브리 파크(Waverley Park) 사례를 살펴본 바에 따르면, 파트너십에 대한 지방정부의 태도가 성공적 파트너십에 있어 중요한 요소임을 확인할 수 있었다. 이 사례에서는 프렌즈그룹 이외, 커뮤니티 외부의 비영리 단체가 참여하지 않았는데, 이는 지방정부가 적극적으로 주민들의 참여를 촉구하고 도왔기 때문이다. 이외, 커뮤니티의 구성원과 공무원들의 개인적 역할도 중요하다는 것을 알 수 있었다. 중앙정부는 단지 자금뿐만이 아니라 다양한 사례에서 축적한 정보를 커뮤니티에 지원하고 전 과정을 모니터링 하고 있었는데, 간접적 참여라고 할 수 있다. 앞에서 언급했듯이, 본 연구는 영국에서의 파트너십과 관련된 제도, 그리고 제도가 구체적 현실에서 작동되면서 나타나는 특수성을 살펴보는 데 주력했다. 그런데 사례 연구에서 발견한 특수성을 한국에서의 시사점으로 명시하는 것은 한계가 있을 수 있다. 그래서 시사점은, 제도적 차원에서 한국과 영국을 비교하여 간략하게 제시했다. 첫째, 지방의제 21의 수용 방식이다. 한국의 지방정부 또한 지방의제 21을 실천하기 위해 협의회 등을 설치하였지만 행정 시스템을 전반적으로 변화시키고 있는 영국과는 차이점이 있다. 둘째, 공원과 녹지에 대한 지원금이 제공될 때, 지역주민의 동의를 요구하는 것은 커뮤니티의 참여를 독려하고 주인의식을 갖도록 하는데 효과적이라는 것도 시사점이 될 수 있다. 한국에서도 녹색복권 등 세원 이외의 자금이 공원 및 녹지 공간에 투입되고 있으나 주민들이 직접 이를 이용하도록 되어 있지는 않다. 즉, 커뮤니티의 참여와 관련되어 쓰이고 있지는 않다. 세 번째는, 커뮤니티와 공원과의 관계로 공원 설계와 관리에 있어서 영국에서는 커뮤니티가 직접 고객(client)으로서 역할을 하고 있었다. 한국에서도 계획 및 설계 과정에 주민을 참여시키는 경우가 있으나 의견청취 정도에 머물고 있고, 몇몇 시민단체를 중심으로 시민들이 직접 공원 관리에 참여하는 경우도 있으나 운동(movement)차원에 머물고 있을 뿐 이를 위한 제도적, 법적 토대가 구축되어 있지는 않다.

• Journal of the Korea Convergence Society
• /
• v.6 no.3
• /
• pp.111-117
• /
• 2015

This study is a descriptive research conducted to provide basic resources for the production course and programs by identifying knowledge and attitudes toward dementia of nursing students and social welfare students. The participants were 451 students of nursing science and social welfare in four-year university at J-do. Data were collected from October 1, 2012 to October 20, 2012, by using structured questionnaires and analyzed by using SPSS 20.0 program. The participants showed relatively high level of knowledge. Nursing students($16.42{\pm}1.77point$, range 0~20) showed higher level of knowledge than social welfare students($16.02{\pm}2.3029point$, range 0~20)(p=.015). Both students showed relatively positive attitudes(nursing $40.48{\pm}4.29point$, social welfare $40.54{\pm}4.6229point$, range 10~50). The higher the participants' knowledge and interests in dementia, attitudes toward dementia were more positive. Based on the result, it is required to develop various education program and research to promote knowledge and attitudes toward dementia.

• Journal of the korean academy of Pediatric Dentistry
• /
• v.45 no.3
• /
• pp.280-289
• /
• 2018

This study aimed to investigate the effects of learning with role-playing on student satisfaction and achievement regarding behavior management teaching in pediatric dentistry. 93 students were divided into 19 groups and randomly assigned to role-play as a doctor, patient, parent, assistant, or narrator. Their performances were evaluated by the instructor and the satisfaction survey was conducted. All participants took the written test and were asked to compare lecture and role-playing with regard to the effectiveness of learning. Statistical analysis was performed with Mann-Whitney U test, Independent T-test, and Kruskal-Wallis test. 68 students (73.1%) who believed that the role-playing was more helpful than lecture showed higher level of satisfaction than students who believed lecture was more helpful. But there were no differences in the tutor evaluation score and the written test scores. Participants in the patient management scenario showed higher level of descriptive question scores of the written test and tutor evaluation score than those who participate in the parent management scenario. There were no differences between the role groups. Role-playing may help students to become more interested and participatory in learning behavior management. The level of satisfaction may differ by the design and content of the scenario.

• Journal of The Korean Association For Science Education
• /
• v.23 no.3
• /
• pp.254-264
• /
• 2003

Researches on laboratory work show that students often achieve little meaningful learning through laboratory work. One reason for this failure is that students often do not know the different types of laboratory work and the 'purposes' of them. Therefore, this study investigated middle school student' ideas about the purposes of laboratory work. To seventh grade students(n=147) of middle school in Seoul, Korea, we asked (Question 1) "Why do scientists do laboratory work?" and (Question 2) "Why do you do laboratory work in science classes?" It was required a short essay including the reasons and examples of them. From the results, it was found that 56.8% of the students had ideas that scientists do laboratory work for discovering new facts or inventing something, and 82.9% of the students responded that they do laboratory work for understanding and memorizing the contents of science textbook. In addition, the differences according to gender and to school achievement level, and the relationship between the ideas about scientists' laboratory work and about school science laboratory work were examined. The results showed that boys responded 'social usefulness' more frequently than girl, while girls mentioned 'personal pleasure' more frequently than boys in relation to the purposes of scientists' laboratory work(p<.05). According to the achievement level, it was founded that 'middle' level students replied 'to remember' more frequently than high and low levels in relation to school science laboratory work. Finally, students who had ideas that scientists do laboratory work for verifying a theory had the similar ideas about school science laboratory work. In conclusion, students are lack of diverse and proper views about laboratory work. It is recommended that teacher need to make clear the purpose of laboratory work and help students to understand of it.

• Journal of The Korean Association For Science Education
• /
• v.32 no.1
• /
• pp.64-81
• /
• 2012

The purpose of this study was to analyse middle school students' images and perceptions about scientist, technician and engineer and to compare the images of male students with those of female students. Fralick et al.(2009)'s "Draw a scientist at work and draw an engineer at work" was modified and administered to 110 middle school 3rd grade students (43 male students, 67 female students) from 5 middle schools. They drew the figures at work and took explanation of what the person was doing in a drawing. The results of this study were as follows; First, the representative image of scientist was the man with glasses and lab gown performing the chemical experiment. There were no significant differences between the male students and female students in terms of the scientist images. Second, the representative image of technician was the man who was fixing a car and working with his hands. The technicians were illustrated as working with tools such as wrench, hammer and so on. There were no significant differences between the male students and female students in terms of the technician images. Third, the students involved in this study frequently perceived male engineers as working indoors. But perceptions about performance of engineers were significantly different between male students and female students. A majority of male students recognized that engineers should design, invent and create the products, however many female students perceived the engineers as car mechanics. Fourth, the students perceived differently the scientists' task compared with the technicians', but they had difficulty in distinguishing the scientists' task from the engineers' task.

• Journal of The Korean Association For Science Education
• /
• v.33 no.1
• /
• pp.1-16
• /
• 2013

In this research, we tried to discover the characteristics of gifted students by analyzing their experience in showing task commitment. In order to do this, we asked science gifted students to specifically describe their experiences while deeply experimenting on a scientific cause or theory. From their responses, we inductively explored the characteristics of science gifted students by extracting and analyzing the characteristics that show task commitment. Consequentially, the characteristics of the gifted students are divided into nine categories, which are confidence, setting a challenging goal, challenging approach for solving problems, sense of potential control, loss of self-consciousness, time distortion, submission to difficult task, initiative, and endurance, all of which appear repeatedly among the gifted students. With consensus among three experts who have experience in research on gifted education, these nine characteristics can be categorized into 3 characteristics; challenge, flow, and willingness. The three characteristics such as challenge, flow, and willingness well represent a definition of task commitment. These characteristics can explain the level of task commitment exhibited by science gifted students. It is possible to develop the tool and framework for judging the task commitment of gifted students on the basis of their characteristics.

• Journal of The Korean Association For Science Education
• /
• v.33 no.1
• /
• pp.79-93
• /
• 2013

This study examined value-judgement and decision-making process of middle school students on three biotechnology related socioscientific issues (SSI) (i.e. designer baby, amniotic fluid test, and embryonic stem cell research). In particular, it focused on the level of consistency in their value application to the decisions. Twenty 8th grade students participated in the SSI program. The participants were asked to mark their positions on each issue before and after the debates. All classroom and sub-group debates were audio-recorded. The researcher conducted individual interviews with 10 students after the program. The results show three patterns emerging. First, five students applied their personal values in a consistent manner when making decisions on the three consecutive issues. Second, three students demonstrated incremental resoluteness in their value application as the sessions proceeded and had tendency to be oriented towards a specific value, more so towards the end of the program than the beginning. And third, four students gradually showed ambivalence in their decisions as they participate in the program. The results suggest that science teachers addressing SSI need to encourage students to be aware of their own values and to engage in internalized decision-making in light of those values. They also need to be aware of the possible challenges that students might feel in their decision-making process caused by the complexity of SSI.

• Journal of The Korean Association For Science Education
• /
• v.38 no.3
• /
• pp.431-440
• /
• 2018

The purpose of this study is to investigate the characteristics of the K Teachers' Community, which brought about changes in the perception of SSI education by teachers with experience in SSI, and to explore its relevance to the development of SSI professions. This is a case study that describes in depth the characteristics of the K teachers' community. The study conducted semi-structured as well as in-depth interviews with six teachers who have more experience in SSI education activities for over 20 years. The K teachers' community has three characteristics. First, the K teachers' community formed identity by discussing the nature of science and technology, which allowed teachers to share a common orientation toward the goals of science education. Second, the teachers who participated in the K teachers' community formed professionalism and confidence in SSI teaching in the course of producing, sharing, and spreading SSI through its various practices. Third, the K teachers' community is continuously growing by opening themselves to external communities and co-evolution through solidarity. The success of K Teachers' Community may inform other teachers how the community of teaching practices can develop and maintain, and in turn can help the members of the community develop their professional identity as teachers.

• Journal of The Korean Association For Science Education
• /
• v.38 no.3
• /
• pp.319-329
• /
• 2018

Research Projects allow students to experience of scientific research by conducting experiments on specific scientific subjects and writing reports. The process of research begins as students find and propose research questions and its importance has been consistently emphasized. In this study, we developed various strategies to support students to draw research questions and applied to each phase. We analyzed how students' research questions were developed at different phases. The program consists of five phases, such as (1) Exploration, (2) Literature Review and Data Collection, (3) Modification and Extension, (4) Sharing and Evaluation, (5) Final Selection and Research Plan. The program was applied to high school Research Project for 12 hours. A total of 13 students were divided into four groups of 3-4 students and conducted researches. The results of each student's research process and final research plans were then collected and analyzed. The overall quality of research questions produced by the students showed improvement in each phase. Each strategy improved in various aspects of the research questions at each level. Students were able to find their own area of interest in the 'Exploration' phase and then they began to suggest verifiable plans in the 'Literature and Data Collection' phase. They were able to find a variety of variables under the 'Modification and Extension' phase, whereas the precision of research questions improved in the 'Sharing and Evaluation' and the 'Final Selection and Research Plan' phase.

• Child Health Nursing Research
• /
• v.20 no.3
• /
• pp.205-214
• /
• 2014

Purpose: The purpose of the study was to develop and evaluate the effect of a metabolic syndrome prevention program using mobile application for university students. Methods: A pretest-posttest design with content analysis as a triangulation method was used. The participants were 49 university students. Data were analyzed using descriptive statistics, $x^2$-test, t-test and Fisher's exact test with the SPSS WIN 18.0 program. Results: The application consisted of six main menus as follows: 'basic education', 'nutrition education', 'exercise education', 'meal diary', 'exercise checkup', and 'tips'. The experimental group had higher recognition about metabolic syndrome prevention than the control group (F=7.919, p=.007). Understanding of metabolic syndrome among participants was mostly related to chronic diseases such as obesity, hypertension and diabetes in relation to the importance of eating habits and exercising. Conclusion: The results indicate that metabolic syndrome prevention education using mobile application is necessary and would be useful for university students.