• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.157-165
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• 2019

The purpose of this study was to verify effects of virtual reality based intervention program on communication skills in cafe and class attitudes of students with intellectual disabilities. To do this, 30 students with intellectual disabilities were participated in this study and placed an experimental group and a control group. An experimental group took part in the virtual reality based intervention program on communication skills in cafe and a control group joined in the traditional intervention program at summer vacation from July, 22 to August, 24. Intervention programs of an experimental group and an control group were conducted 5 times in a week for 4 weeks and a class time of each class was 50 minutes. Evaluations of two groups were carried out in pre-test and post-test and data of evaluation was analyzed by independent t-test. In Results of study, communication skills of experimental group were improved higher than control group's. Also, class attitudes of experimental group were changed more positive than control group's on job training class. We knew that virtual reality based intervention program was effectively utilized in transitional education for students with intellectual disabilities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.451-461
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• 2018

This study investigated changes in the youth smoking rate and smoking cessation rates before and after a cigarette price increase in 2015. Specifically, the changes in smoking rate, smoking cessation attempt rate, selection rate and amount of smoking were investigated using primary data pertaining to Korean Youth Risk Behavior obtained from a web-based survey of youth general characteristics, mental health, subjective grade, drinking and smoking related characteristics before and after a cigarette price increase. To accomplish this, 800 middle school and high school students in 9th (2013), 10th (2014), 11th (2015) were surveyed. The current youth smoking rate was slightly decreased from 9.7% in 2013 to 9.2% in 2014, while the smoking rate in 2015 decreased significantly by 15.2% after the cigarette price increased to 7.8%. These results confirmed that increasing cigarette price is very effective at decreasing youth smoking rate, providing motivation to stop smoking and preventing smoking. The prevention of smoking and inducement to stop smoking during adolescence is very important because the majority of teenage smokers continue smoking into their adulthood. In addition to expanding a completely non-smoking area and a comprehensive ban on tobacco advertising, promotion and sponsorship should be urgently sought, and the effect can be maximized when the WHO FCTC faithfully implements the already-founded treaty.

• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.549-569
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• 2018

The purpose of this study is to examine the relationship between peer rejection and victimization among schoolchildren and to test whether conflict norms in the classroom moderated this relationship. The analysis used the third year data derived from ClassNet research (Park, et al., 2017) supported by the National Research Foundation of Korea. The sample comprised fourth-grade through sixth-grade students in 52 classrooms of 7 elementary schools in South Korea (N = 1194). A series of multi-level analyses were performed to fulfill the study's purpose using variables obtained by peer nomination, such as social rejection, victimization, bullying perpetration, and teacher-student conflict. The results found that boys experienced more victimization than girls and peer rejection significantly increased victimization. Furthermore, conflict norms in the classroom moderated the relationship between peer rejection and victimization. Peer rejection significantly increased the extent of victimization in classrooms with relatively high levels of conflict norms. The study concludes with a discussion on the significance of conflict norms and the educational implications of the results with a focus on ways that teachers can facilitate healthier classroom environments.

• (The)Korea Educational Review
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• v.22 no.2
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• pp.133-156
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• 2016

The purpose of this study was to examine the effects of emotion, home environment, school environment on self-regulated learning, focusing on motivational and behavioral regulation. Participants are 2070 students from 95 middle schools of Korean Children and Youth Panel Study(KCYPS). The variables of emotions, home environment, school environment and motivational regulation, behavioral regulation were analyzed using correlation analysis and multiple regression. The results were as follows. First, emotion, home environment, school environment were correlated with on motivational and behavioral regulation. Second, emotion explained motivational regulation and behavioral regulation of self-regulated learning as well as home envionment and school environment. All subvariables of emotion were significantly related to behavior control. Third, among subvariables of home environment, parents education and occupations, and annual household income were not significantly related to motivational regulation and behavioral regulation. However, home economic level perceived by students and parents' interest and abuse on students had great effects. Forth, school environment has a greater explanatory effect on motivational regulation and behavioral regulation. Particularly, friendships and relationships with teachers during learning activities had a significant effect. These results showed that emotion and psychological environment of learning environment are important variables affecting on self-regulated learning and suggests the need for researches on these variables.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.717-733
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• 2021

This study is aimed to provide basic data to set the direction of polar literacy education and to raise awareness of the importance of polar research. Elementary, middle, and high school students' perception of the polar region was examined in terms of current status of polar information, impression regarding polar regions, and awareness of related issues. The study included 975 students from nine elementary, middle, and high schools, who responded to 16 questions, including close-ended and open-ended items. The results suggest that students had more experiences regarding the polar region on audiovisual media, but relatively limited learning experiences in school education. The impression they had of the polar region was confined to the monotonous image of a polar bear in crisis, following the melting of the glacier due to global warming. The students formed powerful images by combining scenes they saw in audiovisual media with emotions. In terms of recognizing problems in the polar region, the students were generally interested in creatures, natural environment, and climate change, but their interests varied depending on their school level and their own career path. The students highly valued the scientist's status as agents to address the problems facing the region, and gave priority to global citizenship values rather than practical standards. Based on the results, we suggest the following: introducing and systematizing content focusing on the polar region in the school curriculum, providing a differentiated learning experience through cooperation between scientists and educators, establishing polar literacy based on concepts that are relevant to various subjects, earth system-centered learning approach, setting the direction for follow-up studies and the need for science education that incorporates diverse values.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.734-751
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• 2021

The purpose of this study is to prepare basic data to reflect polar literacy education in the school curriculum. The perception about the polar regions, teaching experience, and polar-related cognitive and affective characteristics of teachers were investigated. The survey was conducted among 56 elementary, middle, and high school teachers from schools from 10 major cities and surrounding regions, based on their perceptions of the polar region, current teaching status, polar knowledge, and beliefs and attitudes toward polar region and climate change. Results showed that although teachers' polar information efficacy was low, they positively evaluated the status of educators in resolving polar and climate change problems, and prioritized global citizenship values over practical purposes. The experience of teaching polar region and climate change issues at schools varied across subjects and non-subjects, but showed a passive aspect in teaching development, such as wanting to be provided with consolidated learning materials. On the cognitive aspect, teachers revealed an ambiguous understanding of the mechanisms and processes by which polar change and climate influence each other. On the affective aspect, most teachers showed strong beliefs and attitudes for polar-related issues beyond the school level, but their behavior choices were relatively lower. Based on the results, we propose the following as recommendations: providing opportunities and materials to promote polar knowledge, discovering educational materials in various contexts to form values and attitudes, developing educational materials from polar research materials, identifying misconceptions about polar knowledge among students and teachers, strengthening elementary school teachers' polar literacy, and cultivating positive attitudes and values toward polar issues.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.92-103
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• 2022

This study was designed to explore the ways to improve the organization and implementation of the curriculum for the small rural middle schools. In order to do this, the situations and demands in organizing and operating the curriculum were analyzed through interviews and classroom observations. Having separated the country into 5 distinct regions and the cases of 10 small rural middle schools across these regions of the country were directly observed and analyzed. As a result of the study, it was necessary to prepare a fundamental solution to the following problems: 1) insufficient linkage between school levels of integrated operating schools in terms of curriculum, 2) lack of educational facilities and cultural space in rural areas in terms of local communities, and 3) supply and demand of teachers in small-scale middle schools in rural areas in terms of supply and demand of teachers. Based on the discussed issues, the following implications could be drawn for the improvement and support of school curriculum organization and implementation. Firstly, the autonomy in organizing and operating curriculums for small rural middle schools should be greatly expanded so that integrated schools or joint curriculums between schools can be operated in a robust manner. Secondly, it needs to strengthen the out-of-school support for small rural middle schools alongside local governments and local communities, including the operation of Edu buses and the construction of multipurpose educational and cultural centers. Finally, it is necessary to address the difficulties of operating circuit teachers by systematically expanding the pool of teachers and instructors, and managing teachers and instructors at the level of the local education office.

• Journal of Science Education
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• v.45 no.3
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• pp.349-363
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• 2021

The purpose of this study is to develop an instrument for school STEAM education diagnostic assessment. Literature reviews, the developmental study of a prototype instrument, experts' advices, and pilot study were administrated. The school STEAM education diagnostic assessment was consist of five areas: 'STEM education action and sustainability plan,' 'STEAM curriculum and instruction,' 'STEAM professional development,' 'process-based evaluation,' and 'community and partnerships.' Each area had one to five sub-areas. A total of 14 diagnosis items were developed, including items that can diagnose the school's STEAM environment base and STEAM education execution level at the school unit and member level for each area. The validation of the diagnostic assessment was conducted through the content validity of the expert group and the validity of a survey targeting school teachers. For applying the instrument for STEAM Education School Assessment to schools, a total of 267 elementary, middle, and high schools participated. As a result, the average of the five areas was 1.46 to 2.18. This instrument comprehensively diagnoses and evaluates the implementation and effectiveness of STEAM education in schools, and is expected to be used as basic data and core data for implementing STEAM education.

• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.401-410
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• 2019

This study was conducted to identify factors affecting nursing performance of delirium among nursing students. A total of 252 fourth year students were recruited from nursing department in Gwangju. Structured questionnaire was self-administrated from April to September, 2017. The used statistical analysis were t-test, ANOVA, Pearson's coefficient and multiple regression analysis. Knowledge of delirium 29.0±7.24, self-confidence in the care for delirium 71.65±28.55 and nursing performance level for patients with delirium was 41.16±8.97. Nursing performance of delirium had significant positive correlations with delirium knowledge, self-confidence of delirium care. In multiple regression analysis, nursing experience for delirium patients, self-confidence of delirium care, practice experience in intensive care unit, use of nursing diagnosis related to delirium, and satisfaction of clinical practice were significant factors of nursing performance of delirium explaining 29.8% of the variables. In conclusion, to enhance nursing performance of delirium, it is necessary to develop educational program for increasing nursing experience for delirium patients during clinical practice and self-confidence of delirium care.

• Journal of the Korean Institute of Landscape Architecture
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• v.51 no.2
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• pp.81-93
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• 2023

The purpose of this study is to clarify the background of the plans and the spatial characteristics of the garden at the Anglo-Korean School, an educational institution established in Gaeseong in 1906 by Yun Chi-ho and the American Methodist Church. The time scope of the study is from 1906, when the school was opened, to the early 1920s, when the basic building structure of the school was completed. The spatial scope is the school complex, located in Gaeseong, and its affiliated facilities. The contents of the study include the planning background and purpose, spatial layout, and plants used in the school garden. This study reviewed Yun Ch'i-ho's papers and Warren A. Candler's papers at Emory University, documents, photos, and maps produced in the early 20th century. The results show that the school garden was first mentioned at the school's opening and that with a strong will, Yun Chi-ho insisted on establishing a school garden. The garden was located around the engineering department building and was divided into several sections and lots. Economic plants, such as fruit trees, comprised the garden and were sourced from the Methodist Church of the South, USA. This study reveals that the garden at the Anglo-Korean School functioned as a training ground for agriculture and horticulture education and was differentiated from Seowon, a traditional Korean academy that symbolically spaced Neo-Confucianism and that emphasized the views of the surrounding nature during the Joseon Dynasty.