• The Journal of Korean Academy of Sensory Integration
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• v.18 no.2
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• pp.29-41
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• 2020

Objective : This study was conducted to verify the validity of the content of the Behavioral Pediatric Feeding Assessment Scale (BPFAS) following its translation into Korean, to allow the instrument to be used in Korea. Methods : The BPFAS was translated by the researcher and a pediatric occupational therapist with 12 years' experience. To validate the contents of the translated instrument, it was reviewed by three professors in the Department of Occupational Therapy who have taught how to evaluate instruments or conducted related research. The BPFAS was then translated back into English by a professional translator whose native language is English but who is fluent in Korean. The contents of the instrument were verified by using it to survey five parents with normally developed children aged between 9 and 72 months. The BPFAS instrument was successfully revised for use in Korea. Results : The content validity index (CVI) of the Korean version of the evaluation of children's eating behavior was an average of 0.9 points in the fluency area, an average of 0.8 points in the semantic area, and an average of 1 points in the technology area, and the overall average was 0.8 points or more. The average of the content understanding score was 3 points or more. Conclusion : It was confirmed that the Korean version of the BPFAS is an evaluation tool with high content validity and can be usefully used to gather data in clinical trials and research in Korea.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.575-586
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• 2019

In order to find out perception of group home for the people with disabilities worker on sexual behavior of adults with developmental disabilities in a holistic way, This study conducted in-depth interviews with six research participants using Giorgi's phenomenological study method to understand the meaning of perception of sexual behavior of adults with developmental disabilities. According to data analysis, these experiences appeared as two thematic themes: 'sexual trouble behavior' and 'perception of sexuality'. Two sub-themes of 'Excessive expression of sexual desire', 'Improper sexual behavior that can lead to sexual offenses' were derived from the essence theme of 'sexually problematic behavior' and 'perception of sexuality' were derived from the essence theme of 'lack of suitable solution', 'conditions that are not enough to have sex appeal', 'frustrated sexuality', 'some dilemma problem', 'sexuality that is not different from non-disabled', and 'love and sex are ok, pregnancy and marriage are no'. Based on this, group home caregivers contribute to their role as the main agents who reinforce and reproduce the sexual norms of adults with intellectual disabilities, while at the same time they experience confusion in their values about sexual norms of people with intellectual disabilities. Based on the results, We discusses the major intervention plan for education programs to enhance the competences of group home caregivers in order to form a holistic perspective of group home caregivers in sexuality of people with intellectual disabilities, and provide rational solutions.

• The Journal of Korean Association of Computer Education
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• v.18 no.6
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• pp.43-51
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• 2015

In this paper, we develops the hybrid career coaching model combined the face to face and the E-coaching, and applies students of childhood education for career guidance. The presented hybrid career coaching manages a profile and state information and a remote access between the coach and coachee on Internet. Then, online part of hybrid coaching deals with saving the data, and understand of the situation of the coachee if it is necessary. And face to face part of hybrid coaching have a conversation, the checking, counsel and introspection if the coach needs. Presented hybrid career coaching model has th procedure of 6 steps such like career coaching guidance, self-understanding, career decision-making, establishment of the career execution planning, execution plan and action will inspection and execution result inspection. Proposed hybrid career coaching is possible to understand coachee's current state on the career map, realize the importance of the execution strategy and maximize the efficiency and effectiveness self-regulation capacity.

• Journal of the Korea Society of Computer and Information
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• v.13 no.6
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• pp.69-76
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• 2008

The biggest strength of the Internet is to enable to access information without any limitation of time and space. As the Internet and IT technologies have been developed, various kinds of teaching ways in education field such as remote lectures, video lectures, and CAI(Computer Adapted Instruction) have emerged. In terms of education, evaluation can be a basic foundation to help teach students in the next learning stage according to each student's level. In addition, it is able to give the information of students'abilities and provides proper learning programs to teach students on a case-by-case basis. The purpose of the paper is to establish evaluation system on the WWW(World Wide Web) that can reflect learning activities part of students in their evaluation scores based on the two important learning theories, Behaviorism and constructivism, which are mainly used in evaluation procedures to judge learning ability of students. This system will give information about learners, and analyze the learning interest of learners. The proposed system enables teachers to evaluate learning ability of students through various kinds of information of learners, and to execute level-based education.

• Journal of the Korean association of regional geographers
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• v.22 no.2
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• pp.466-482
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• 2016

The purpose of this study is to develop learning modules for environmental education using goal-based scenarios and to examine their pedagogical benefits at the elementary educational level. To enhance environmental knowledge, skills, attitudes, and behavior, this research developed learning modules relevant to three sub-dimensions of environmental education: education about environment, education in environment, and education for environment. In particular, this study provided useful educational strategies based on students' everyday lives. The developed modules consisted of three parts: 1) acquiring knowledge concerning the cause of global warming, 2) practicing and internalizing environmental knowledge in students' everyday lives, and 3) extending and disseminating environmental knowledge and awareness to other people. After applying the modules, the students acquired knowledge regarding the causes of global warming through discussions with their peers, and furthermore, exercised pro-environmental behaviors in their everyday lives. Moreover, the participants created UCC to urge other people to act for environment.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.115-131
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• 2021

As the global climate change emergency is escalating, the need for 'Social Action-Oriented SSI (SAO-SSI) on climate change topics' in science education that can change society through social activity is increasing. By employing sociocultural theory, this study explores the challenges of limiting teacher's agency in implementing SAO-SSI on climate change topics in science education. Data from participant observation for 46 lessons, in-depth interviews with participants, field notes, and teacher reflection notes were analyzed by the structure of into micro- (classrooms), meso- (school), and macro- (Korea society) level. At the micro-level, the teacher's new attempts of SAO-SSI on climate change topics class made it difficult for him to identify students' understanding of climate change, because they have a low sense of perception that climate change is also their problem. In addition, the teacher had difficulties leading students' into an engagement for social action because students were skeptical about the feasibility of planned social behavior by positioning themselves as children or had difficulty in understanding social action and sympathizing with its values. At the meso-level, a school culture that encourages the implementation of a curriculum similar to that of colleagues, it was difficult to implement one's own curriculum. And it was difficult to develop expertise without the support and communications with colleagues who revealed the burden of unfamiliar science topics of climate change. In addition, conflicts arose in the process of implementing out-of-school social actions with the principal's passive support. At the macro-level, the insufficient proper material resources for SAO-SSI on climate change topics class, and negative perceptions on the students' social action in the society were acting as constraints. We offer implications for what kind of structural support and efforts from various subjects in the educational community should be provided to implement SAO-SSI on climate change topics class in science education.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1450-1470
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• 2013

The purpose of this study was to develop elementary science programs that used multi-level instruction and to analyze verbal interaction patterns in science classes that applied these programs. For this study, the 27 children from the fifth grade at B elementary school, located in Gyeonggi-do, were selected and separated into heterogeneous groups of four students. Verbal interactions occuring in two groups during each class were recorded using video. Elementary science programs using multi-level instruction were developed to target a fifth grade second semester 'Lesson 1. Human Body'. This program provided a mission form for each group and evaluation form for each child. A mission form depending on the children's level has different colors and levels of difficulty for questions. The evaluation form is composed of questions suitable for a child's level in reaching the goal with key concepts. The verbal interaction was mostly categorized into the cognitive domain and the affective domain for analysis. The cognitive domain was subdivided into question, response, making solution, receiving opinion, and the affective domain was divided into behavioral participation and students' attitude. Results of study showed that the frequency of the cognitive domain was higher than the frequency of the affective domain. In the cognitive domain, the median-level was of highest frequency in the children. In the affective domain, high-level was of highest frequency in the children. In terms of both the cognitive and affective domains of children, low-level exhibited the lowest frequency. Verbal interaction frequency was no difference between high-level and median level in cognitive and affective aspects, so median-level children were actively participating in activities similarly with high-level children. There were more types of interactions question, response, making solution, students' attitude in the median-low level children's verbal interaction than high-median level children's verbal interaction.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.67-90
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• 2018

The purpose of this study was to develop and apply the practical problem-based teaching·learning process plan for 'interacting with neighbors' of home economics subject. The plan consisting of 3 lessons has been developed and implemented according to the ADDIE model. Various activity materials (7 student's activity sheets, 3 reading texts, 1 homework sheet, 3 sets of ppt, 6 videos, and 3 teacher's reading texts) as well as questionnaire were developed for the 3-session lessons. The plans were implemented by the researcher to 204 freshmen, 8 classes, of C middle school in Seoul during september, 2017. The result, of students' lower level of actual participation in interacting with neighbors comparing to their interests in, supported the need of this study. Students were satisfied with the whole 3-lessons in the aspects such as beneficial usage of the contents in their daily life and in building the sense of community, as well as adequacy of materials and activities. Students also reported that they would highly aware to the importance of interacting with neighbors and to practice the contents learned from the lessons in daily life at community. They had an opportunity to reflect one's own attitude to neighbors and recommended to teach it to other schools, too. It can be concluded that the teaching·learning process plan for 'interacting with neighbors' would raise students' housing values living together and attain the overall objective and achievement standards of 2015 home economics middle school curriculum.

• Journal of the Korean Institute of Landscape Architecture
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• v.38 no.5
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• pp.64-79
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• 2010

Students with intellectual disabilities typically have great difficulties communicating their needs and wants and may get frustrated, anxious or show signs of aggressive behaviour. They are often unable to understand the concept of relationships with other people as well. This lack of social communication and interaction leads to poor motivation which increases other areas of difficulty in their lives. Therefore, to teach students with intellectual disabilities, it is essential to find special teaching methods to support their positive behavior. This paper proposes that special educational curriculum for students with intellectual impairments utilize natural environments(forests) and materials. The purpose of this study was to investigate the effects of Educational Programs Utilizing Forests on maladjusted behavior of students with mental retardation and to examine the positive effects of such planning practices. The subjects were middle school students who attended a special school for mentally-retarded students. They were divided into two separate groups- an experimental group and a control group. All subjects received the pre and post test using the same method. This program was applied to the formal educational process of middle school from March 1st to October 30th, 2009. In this experiment the results indicate that the effect of using a natural environment(forest) and the materials within a formal educational curriculum was positive as a type of horticultural therapy and that it supports positive behavior strategies in students with intellectual impairments. The usage of various natural materials including plants and flowers within the natural environments provide students with increased opportunities to participate. Teaching methods including natural materials help teachers engage with their students more easily during routine activities as their interest is already stimulated. This project will help students with intellectual impairments to build skills which enable effective participation and increase independence throughout their lives. This should be embedded into both routine and planned activities of the classroom Also, it offers a needed interior plan for the treatment space through an analysis of psychological factors of how the environment affects students.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.185-200
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• 2014

This study aimed to figure out the factors affecting the self-esteem of children. For this purpose, 296 fosterers (those who use the children education institutions) were targeted to analyze the factors affecting the self-esteem of children. The factors can be categorized as the personal internal factors (problematic behavior and self-control capability of the children) and the environmental factors (parenting efficacy and parenting stress of the fosterers). As a result, self-assessment, depression, emotionality, and behavioral restriction factors of the children and child-rearing efficacy, and the child-rearing stress of the fosterers were proven to be influential; these two factors have 50.5% of the explanation power. In conclusion, if self-assessment, emotionality, and behavioral control of the children and rearing efficacy of the fosterers were high, self-esteem of the children was increased. However, if depression of the children and rearing stress of the fosterers were high, self-esteem of the children was decreased. This result suggests a need of program development and a new teaching method to reduce problematic behavior of the children and rearing stress of the fosterers, as well as to enhance rearing efficacy of the fosterers and self-control capability of the children for the purpose to increase self-esteem of the children.