• Journal of the Korea Society of Computer and Information
• /
• v.29 no.1
• /
• pp.231-239
• /
• 2024

This study was conducted with the purpose of understanding the factors that influence smartphone addiction on adolescents' school adaptation. The subjects were examined with a focus on students currently attending middle schools in Gwangju Metropolitan City, and data analysis was conducted using SPSS 26.0 to examine the factors influencing school adaptation, focusing on the inducements and forced inducements that lead teenagers to fall into smartphone addiction. As a result of the analysis, it was found that anonymity and desire satisfaction among the attractive factors leading to smartphone addiction have a negative impact on school adaptation, and the forcing factors that cause adolescents to become overly dependent on smartphones include online games, online chatting, online addiction, and social interaction. It was analyzed that both action and information search had a negative impact on adolescents' school adaptation. Based on the above results, policy recommendations were presented by considering the points pointed out by the two discovered factors.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.12 no.2
• /
• pp.192-217
• /
• 2001

Object：This study was carried out to classify adolescents in runaway shelters by evaluating their psychopathology. And the ultimate purpose is to offer basic data for preventing adolescents‘ runaway and for diversifying runaway shelters suitable for the problem of individual adolescent. Method：128 adolescents who stay in the runaway shelters were asked to complete self-report qeustionnaires including basic sociodemographic data, Child Behavior Check List(CBCL), Minnesota Multiphasic Personality Inventory(MMPI), and Symptom Check List-90-Revised(SCL-90-R). Korean Wechsler Adult Intelligence Scale(K-WAIS)[or Korean Educational Developmental Institute-Wechsler Intelligence Scale for Children(KEDI-WISC)] and Bender-Gestalt test(BGT) were also done by clinical psychologists. Results：The most common age of the subjects were 15-year-old, and they dropped out their schools in the middle school most commonly. Mostly they were from middle class family and their parents' educational level were high school graduates. The first runaway episode was most common in the middleschool period, and their runaways were repeated. The most common frequency of runaways were more than 10 times. About 10% of them abused drugs and about 80% of them abused alcohol. One third of them had experiences of illegal problems and 10% of them engaged in sexual activity for money. 95 adolescents(83%) in CBCL, 42 adolescents(36%) in SCL-90-R, and 70 adolescents(69.3%) in MMPI showed clinical significance. In intelligence test, 22 adolescents(22%) were mentally retarded. In BGT, 35 adolescents(39.4%) manifested brain dysfunction signs. Conclusion：Runaway adolescents in the shelters have variable and severe psychopathology. Their psychopathology is classified as follows；The behavior disorder group, the mood disorder group with anxiety/depression, the somatic disorder group with somatic symptoms, and the psychosis group with possibility of severe psychopathology. Therefore it is very important to evaluate psychiatric problems of runaway adolescents, and specific therapeutic interventions according to their problems are required.

• Journal of the Korean earth science society
• /
• v.21 no.4
• /
• pp.359-368
• /
• 2000

The purpose of this study is to develope and apply NIE programs related to sub-chapter 'The Change of Weather and Circulation of Water' in 2nd grade science text book of middle school, and thereby to investigate the effects of NIE approach on science-related attitude and teaming achievement of students, and interaction between treatment methods and students' learning ability. Subjects consisted of 2nd grade students of four classes in a girls middle school located at the southern part of Seoul. Four classes were divided into experimental and control groups by two classes randomly. The experimental groups have been instructed on the related-general concepts for six times and then received seven NIE programs developed by researcher for seven times. The control groups have received the instruction through the conventional teaching method. The NIE learning has been progressed following the steps using in the Iowa Chautaugua Program, e.g. invite, explore, propose explanation and solutions, and take action. NIE programs, e.g. project studying, topic studying and a crossword puzzle have been developed and applied using 'science first' approach of the STS instruction. Twenty questions related to social implications of science and leisure interest in science within seven frameworks of TOSRA have been used in this study as an evaluation instrument of science-related attitude. Learning achievement has been evaluated using an instrument developed by researcher. The results of this study can be summarized as follows. (1) NIE approach was more effective in progressing learning achievement of middle school students than conventional teaching method (p<.01). (2) Experimental groups show statistically significant improvement on science-related attitude than control groups (p<.01). There were no significant interactions between treatment methods and students' learning ability on learning achievement and leisure interest in science. The NIE approach were more effective than the conventional one on social implications of science, especially to low ability students.

• Journal of Korean Home Economics Education Association
• /
• v.31 no.3
• /
• pp.91-116
• /
• 2019

The purpose of this study is to examine the meaning of Changemaker education and to investigate the significance of Changemaker education in home economics education through a study of growth of learners applying the TEMPS program. To this end, first, the concept of Changemaker education was defined. Changemaker education is an education that changes society in a positive direction through a process of thinking about, learning about, making, and participating(playing) in various problems that we face in real life and drawing out solutions and share he solutions with others. Second, in this reasearch, the direction of Changemaker education is to make them interested in social problems and solve it and to make both the family and the career life happy and healthy by collaborating with other people. The scope of the contents is defined as "the selection of the content elements of the five domains of the child family, diet nutrition, clothing, housing and consumer life". As a way of teaching, we suggested that the TEMPS phase is followed so that the session purpose is achieved. Third, the Changemaker program consists of five steps of TEMPS among the five key ideas of Changemaker education. T(Thinking) is the step of understanding the problem and thinking about how to solve it, and E(Education) is getting the background for the next step. M(Making) is a step to create a target for problem solving, and P(Participation) and P(Play) are steps to Participation and enjoy. S(Share) is a step of changing the society through the result display, SNS sharing, and class presentation. In this study, 12 programs for middle school and 15 programs for high school were developed on the basis of TEMPS level. Each of the programs consists of 2 to 12 unit hours, which add up to 68 hours in the middle school program and 68 in high school. The learners who participated in the Changemaker program for one year (March 2, 2018~December 31, 2018) will experience improvement in many aspects including the linkage of life and education, practical ability, self-directed learning, self-esteem, sense of achievement and self-reflection, sensory observation, and so on.

• The Journal of Korean Society for School & Community Health Education
• /
• v.9 no.1
• /
• pp.63-83
• /
• 2008

Objectives: This study was to examine HIV/AIDS knowledge of transmission, attitudes toward homosexuals on stigma of HIV/AIDS and discriminatory attitudes towards person with HIV/AIDS (PWHAs) by middle and high school students in Seoul, Korea. Methods: The population of this study is middle and high school students in Seoul, Korea. Eight junior high schools and eight senior high schools were selected randomly. Three thousand and one hundred thirty-one students (1704 males and 1397 males) from 16 schools participated in the survey, and 2.977 cases were analyzed. A self-administered questionnaire measuring socio-demographic variables, HIV/AIDS knowledge of transmission, sigma of HIV/AIDS (3 items, 5-point Likert-type scale) and discriminatory attitudes PWHAs (5 items, 5-point Likert-type scale) was utilized. The Structural Equation Modeling was employed to investigate the research Model. Results: The empirical study shows that a number of statistical hypotheses are significant. The stigma and discriminatory attitudes PWHAs were significantly different by middle and high school students. The attitudes toward homosexuals and HIV/AIDS knowledge of transmission were important factors on stigma and discriminatory attitudes PWHAs. Socio-demographical variables such as sex was related to the stigma and discriminatory attitudes PWHAs. Conclusion: Therefore, it is important to design HIV prevention strategies that increase in positive attitudes towards PWHAs.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.9
• /
• pp.186-192
• /
• 2017

Thepurpose of this study was to provide a basic data health plan & education program for adolescents by examining the recent 3 year Korea Youth Risk Behavior Web-based Survey data obtained in 2013, 2014 and 2015. The data was analyzed with theSPSS 18.0 statistical program using the t-test and cross-analysis. After confirming the drinking habits of teenagers in Korea, the issue was slightly lower in the issue of problem drinking. However, the first time for drinking alcohol was the 2nd grade of middle school(21.5%) and the average alcohol intake was 20 to 29 days(3.8%) and usually consisted ofmore than two bottles (12.2%)s. Also, the method of buying liquor was found to be mainly at convenience stores(32%), and the adolescents werefound not to have been trained for drinking(52%). As a result of comparing the general characteristics of these items, it was found that there was a significant difference between the coeducation type, the high school type, the trace in the residence type, and the 'middle-high level' in terms of the socio-economic level.When comparing the results of the drinking behavior during these three years, the outcome of the trend is still noteworthy, as health education for drinking alcohol is still important, and attention needs to be paid to this problem.

• Journal of Science Education
• /
• v.33 no.2
• /
• pp.184-192
• /
• 2009

Understanding about the Nature of Science (NOS) is element of scientific literacy. Its importance is emphasized, especially understanding about NOS was presented as goal of science education on the fifth curriculum in Korea. Attempt of teaching NOS has been continuous in school, that was limited by method of using History of Science. Except method of using History of Science, Experimenting is appropriate for method of teaching NOS. We expected that is effective to apply reflective approach method for understanding the NOS and composite lesson to emphasize reflection and discussion to general experiment class in the school. We applied experiment class to emphasize reflection and discussion to second grade students in the middle school and researched whether positive reflection and discussion is helpful understanding the NOS in science experiment class or not, through questionnaire about NOS and analysis of observation and interview. As a result, experiment class to emphasize reflection and discussion was effective for scientific inquiry skills and sociality of scientific inquiry, particularly for relation observation with deduction and possibility of variable analysis to experiment result. Therefore, experiment class to emphasize reflection and discussion is effective for understanding the NOS.

• Journal of the Korea Convergence Society
• /
• v.4 no.2
• /
• pp.29-33
• /
• 2013

From one elementary school of last 2005 Pusan was started "the school police" system is being applied the effect in the elementary school of the human nature receiving entire country. But "with school police system " have a limit about manpower that is insufficient. So we try to make "Baumter-Gikimy " that is extended scollo police in seoul. Despite being like that at 2010 and 2011 cannot forget the elementary student suicide events which are shocking or sexual assault events occur from the campus.From elementary school 4 grade the students between junior high school 1 grade crime occurrence ratio are highest. These people the group leaving out mainly, suicide, with group violence and sexual assault problem gets up same problems. In order to solve like this problems stands the countermeasure of the dimension which is national certainly is necessary. But so far only the damage student and the parents have an interest in about like this problems and they hurt. We the smart phone of Android bases it will be able to solve like this problem points [ayp] from under planning and development boil the elementary student safe helper it will can use. When it uses the elementary student safe helper system which we propose before the accident occurs, it will grasp the state information of the student and it will be able to prevent an accident in advance. We will try to more efficient safe guard to elementary school student by real-time monitoring skill soon.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.4
• /
• pp.57-81
• /
• 2018

The purpose of this study is to propose the curriculum of consumer life field in Home Economics Education(HEE) to raise people who practice 'ethical consumption'. For this purpose, this study established the concept of ethical consumption through an academic review of the concept of ethical consumption first. Ethical consumption is to the practice of consumption that fulfills personal and social responsibilities to change human life happily. In this study, we find out how the consumer life area in the HEE curriculum has been educated and we propose how to teach the content of ethical consumption in HEE curriculum by critically examining the content of ethical consumption presented in current HEE textbooks First, in the HEE curriculum, the contents of the consumer life field have been presented since the first curriculum, and the qualitative change has gradually been made as the concept of the consumer culture, but responsible consumption and ethical consumption are not properly reflected in the education and the summit. Second, the revised HEE textbooks of 2015 is necessary to present concrete method of ethical consumption practice because it lacks definite definition of ethical consumption and presents only general contents. Third, the direction of HEE curriculum for ethical consumption practice is responsible and the goal of HEE curriculum is to raise awareness of social responsibility for ethical consumption practice. The contents of HEE curriculum for ethical consumption practice should be included in consumption and consumption, sustainable consumption, and ethical consumption.

• Korean Journal of Community Nutrition
• /
• v.11 no.1
• /
• pp.108-115
• /
• 2006

This study was to investigate the effect of the education about general nutrition knowledge on the acceptance of TV food advertisements in adolescents. Twenty hours of nutrition related education in home economics classes were done during 3 months, to conveniently selected 784 first grade middle school students living in large and small cities and rural areas of Chungnam Province. The education effects were evaluated through questionnaire surveys before and after the education and their comparative analysis. Average TV watching time was $29.2\pm1.16$ hours per day, which was about one hour longer on weekends. Nearly half of the subjects watched TV mainly after 9 PM. After nutrition education, nutrition knowledge scores of total subjects were significantly increased from $7.73\pm2.16$ to $10.25\pm2.51$ with a full score of 16. Food attitude and food habit scores also significantly increased from $32.45\pm4.65$ (full score 50) to $33.93\pm4.68$ and from $36.20\pm5.70$ to $37.29\pm5.87$, respectively. The general acceptance of TV food advertisements scored $25.25\pm4.44$ (full score 40) before education and $26.90\pm4.55$ after education, which was significantly raised by the education. Acceptance scores of TV food advertisements showed significant positive relationships with the scores of nutrition knowledge, food attitudes, and food habits. In addition, TV watching time had negative relationships with nutrition knowledge, food attitudes, and food habits scores, but not with acceptance score of TV food advertisements. The above results suggested that school-based nutrition education improved slightly but significantly the attitude of accepting TV food advertisements maybe through increasing nutrition knowledge and making food attitudes and habits better. Nutrition education focused on the evaluation and acceptance of food advertisements are further needed to improve the TV food advertisement acceptance of adolescents.