• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.4
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• pp.1672-1683
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• 2012

The purpose of this descriptive survey was to investigate the duration of exclusive breastfeeding practice and its related factors of married immigrant Vietnamese women. And to provide baseline information necessary to develop education programs for the promotion of exclusive breastfeeding practice among them. 125 married immigrant Vietnamese women with a child between 6 months and 60 months old were conveniently recruited in two Multi-cultural Family Support Center in Chungcheong area. Data were collected through interviews using a structured questionnaire of Korean and Vietnamese versions. The data were analyzed using frequencies, t-test, ANOVA, Stepwise multiple regression with SPSS 18.0 program. The results were as follows; 1) The mean duration of exclusive breastfeeding of the subjects was 15.9 weeks. 2) As the infants grows older, the rate of formula feeding and mixed feeding were markedly increased. 3) Stepwise multiple regression analysis indicated that breastfeeding education and family type were significant determinants of the duration of exclusive breastfeeding practice. This model accounted for 30.8% of the duration of exclusive breastfeeding practice. Based on these results, we recommend to develop systematic breastfeeding education program in order to promote the duration of exclusive breastfeeding practice among married immigrant Vietnamese women.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.11 no.1
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• pp.51-59
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• 2000

This study aims to reveal whether attachment relationship with parents can differ from children being accepted and rejected in peer relations, and whether children's rejection sensitivity can differ from children having secure and insecure attachment relationship with parents. Subjects were 218 students in fifth and sixth grade of primary school. Inventory of Parent and Peer Attachment(IPPA), Children's Rejection Sensitivity Questionnaire(CRSQ), and peer relation sociometrics were used as measurements. The results showed that children in secure attachment with parents had lower scores on the subscales of CRSQ, such as anxiety, anger, belief, and psychological reaction, than children in insure attachment relationship with parents. And IPPA scores were higher in children being accepted in peer relation than children being rejected. These results can be considered that early attachment relationship with parents may influence children's rejection sensitivity and peer relation.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.273-290
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• 2020

This study aims to investigate tenth graders' understanding of the nature of scientific inquiry (NOSI). A total of 100 public school students participated. A questionnaire of Views about Scientific Inquiry was used to assess their understanding of the NOSI, and data were collected using qualitative research methods such as open-ended questionnaires and, when necessary, semi-structured interviews. By employing a constant comparison method to analyze their responses, five students were consistently categorized as the group with informed views regarding all the eight aspects of the NOSI. The rest of the students showed different levels of understanding regarding each aspect. A large portion of the students represented a group with mixed views about four aspects and informed views about three aspects, whereas naive views about one aspect prevailed among them. The results showed that many students comparatively lacked understanding of the aspect related to the scientists' process of constructing explanations and formulating theories. This study discusses the relationship between its results and the current science curriculum and presents implications for the overall enhancement of students' understanding of the NOSI. Finally, it encourages the acquisition of scientific inquiry ability and makes suggestions to promote further studies.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.707-715
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• 2019

The self-directed inquiry to improve students' core scientific competency is an important teaching method. Students experience a variety of difficulties in carrying out their inquiry tasks, sometimes fail to produce the desired results, or fail to perform a meaningless inquiry. This study was conducted to identify the causes of difficulties and failures in students' self-directed scientific inquiry. The study involved 16 high school students with experience in science research at science high schools and science-focused high schools. The data collection consisted of in-depth interviews centered on semi-structured open questions. Qualitative data analysis was imputed by finding paragraphs from the interview material that might reveal the difficulties and failures experienced by participants and the reasons for them. The study found that most of the causes of failure were lack of ability, incomplete procedures, and selection of complicated tasks. A variety of cognitive biases, such as overconfidence, planning fallacy, and groupthink, were also analyzed as causes. Based on the results of the study, it is necessary to develop an educational strategy that students can be fully prepared to reduce their trials and errors in a self-directed inquiry maximally.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.

• Korean Journal of Social Welfare
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• v.57 no.1
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• pp.245-269
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• 2005

This paper purports to evaluate the public assistance programme of Korea in comparison with those of member states of the European Union, using the concept of poverty regime as a heuristic device. For this purpose, chapter two discusses notions of welfare-state regime (Esping-Andersen, 1990) and poverty regime(Sainsbury and Morissen, 2002). Chapter three examines poverty and income distribution in Korea and the member states of the EU, and chapter four compares and analyses the public assistance programme of those countries, using hierarchical cluster analysis. It claims that the 'welfare paradox' of $L{\empty}delmel$ (1997) is not based on evidence, and duly concludes that the overall level of welfare effort such as welfare expenditure is a main determinant for the development of public assistance programmes.

• The Journal of the Korea Contents Association
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• v.11 no.9
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• pp.414-428
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• 2011

The purpose of this study was to investigate the effects of the elderly long-term care workers' job stress on psychological burnout and organizational effectiveness and the moderating role of social support. For this study, data were collected from 290 long-term caregivers from 50 in-home visitation care facilities in Seoul using structured questionnaires. Collected data were analyzed using hierarchical regression techniques. Results showed that role three job stress variables had positive effects on caregivers' psychological burnout; that two job stress variables(role ambiguity and role conflict) and psycholigcal burnout had negaive effects on caregivers' job satisfaction whereas they had positive effects on caregivers' intent to leave; that workload negatively impacted caregivers' job satisfaction but no effect on their intent to leave; and that two social support variables played moderating roles in the relationship between job stress and psychological burnout and the relationship between job stress and organizational effectiveness.

• Journal of the Korean Applied Science and Technology
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• v.37 no.5
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• pp.1366-1377
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• 2020

The purpose of this study was to confirm the effect of the Havruta-based teaching and learning method on the academic self-efficacy, critical thinking tendency, learning satisfaction, and academic stress of nursing students. This study was conducted with 90 2nd graders of nursing department with one-group pretest-posttest design. The Havruta-based instructional design consists of five stages: the 1 stage is the pre-learning stage, the 2 stage is the introduction and development stage, the 3 stage is the organization of the class content, the 4 stage is the question and teaching stage, and the 5 stage is organized and integrated. Four weeks of Havruta-based teaching and learning method was applied. The data were analyzed by SPSS 25.0. The general characteristics of the subjects were frequency and percentage, and The dependent variable for measuring the effect of experimental treatment was analyzed by paired t-test. As a result of the study, the application of the Havruta-based teaching and learning method showed statistically significant results on academic self-efficacy(t=-3.711, p<.000), learning satisfaction(t=-2.580, p=.012), and academic stress(t=6.500, p<.000). The Havruta-based teaching and learning method has been confirmed to be an effective teaching method that increases the subject's academic self-efficacy, learning satisfaction, and lowers academic stress, so it can be applied to other major subjects in the future.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.342-351
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• 2016

Basic nursing, the course for the nursing students to experience nursing practice before going on to th clinical practice, and is crucial for solving health-related problems of patients. This study is a descriptive research study to analyze the impact factors associated with nursing students' basic nursing skill competency. In this study, total 181 subjects participants, and by using a structured questionnaire. Data were collected by self-written questionnaire method. The collected data were analyzed using the SPSS WIN 22.0 program. Of the general characteristics of the subjects, the difference in basic nursing competency was found according to admission motive, major satisfaction, and interest in practice. Critical thinking disposition and the degree of self-training aid influenced performance of basic nursing skills by nursing students, and these variables explained 23.8% of the total variance of basic nursing skills performance. These findings suggest, in order to improve performance of basic nursing skills in nursing students, it is necessary to use various teaching methods that help improve critical thinking and relevant curriculum that promote self-practice.

• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.651-658
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• 2016

As three sides of Korea are surrounded by the sea and it is geographically located at an intersect point for continental and maritime climate, the climate crisis and global warming factors that lead to large-scale natural disasters such as typhoons, floods, and tsunami as well as disasters and damage to humans are increasing due to rapid urbanization and industrialization. Therefore, this study measured the ability of people to cope with disaster in students studying emergency rescue who will play a central role in safety and casualty control in disaster areas in order to figure out the factors that will influence their overall ability. As a result, the following things were discovered: Those who had the experience of listening to information on how to cope in a disaster scored significantly higher in disaster coping scores than those who did not. In comparison with subjects who responded that they were not satisfied with their emergency rescue training at school, those who responded that they were satisfied with their education scored significantly higher in their disaster coping scores. In comparison with subjects who responded negatively to the questions on experience in emergency rescue training as an extracurricular program, those who responded affirmatively to the questions were evaluated as significantly higher in their disaster coping scores. This study suggests that specific strategies can be taken and are needed to improve the ability to cope with disasters in students who are studying emergency rescue.