• Korean Journal of Child Education & Care
• /
• v.18 no.4
• /
• pp.91-108
• /
• 2018

Objective: The main purpose of this study was to investigate the change of mother-child interaction and perceptions of parenting and play after participating in parent counseling education program which is combined physical contact play activities with client-centered counseling technique. Methods: The subjects were 6 mothers and their child who attended more than 7 out of 8 times in the program, which carried out totally 8 sessions, once a week for 90 minutes. Marschak Interaction Method (MIM) and semi-structured questionnaire about parenting and play were used to assess the change. Results: First, mothers' interaction with their child was become more nurturable and mutual engaged, and facilitated their child's challenge simultaneously providing structure. Second, child-directed interaction was increased rather than mother-directed, and the waiting time for their child's attempt became longer. Conclusion/Implications: The parent counseling education program changed the mother-child interaction more positively. This study has the implication in terms of combining play with education and counseling, but there is the limitation of generalization due to qualitative analysis based on limited cases.

• Journal of Digital Convergence
• /
• v.18 no.12
• /
• pp.11-19
• /
• 2020

This study aims to examine the factors influencing the satisfaction of life, digital information competency, digital information utilization, awareness of future knowledge and information technology, the need for knowledge and information technology, confidence in new technology, and attitude to middle and old people classified as vulnerable to digital information. For the research, raw data of the digital divide survey were used in 2019. Studies have shown that digital information utilization varies depending on the level of awareness of the future intelligence information society. Group with high awareness of the future intelligence information society showed high ability to use information in various fields. The more people recognize the need for future intelligent information technology as a factor that affects the satisfaction of life among middle and high-aged people, and the more confident and active their confidence and attitude toward new technology, the higher their satisfaction with life. It is believed that a policy focusing on digital information capabilities and utilization will be needed to actively respond to changes in the environment of middle and old people from the perspective of digital inclusion.

• The Journal of the Korea Contents Association
• /
• v.21 no.5
• /
• pp.765-775
• /
• 2021

The purpose of this study is to investigate factors that affect the suicidal ideation of the people with mental disabilities. To this end, the independent variables were analyzed by categorizing them into individual psychological factors, social factors, and demographic characteristics. The analysis data include 969 people with mental disabilities who participated in the 2017 Ministry of Health and Welfare's Research, 'Survey on the Current Status of Mental Disabilities in Community'. The analysis method was frequency analysis, descriptive statistics, and hierarchical multiple regression analysis with SPSS 23.0. As a result of the study, in terms of individual psychological factors, the higher the depression and the lower the mental health confidence, the more suicidal ideation increase. In terms of social factors, the more unregistered disabled groups, the more exposure to violence and discrimination, and the more they live in large cities, the higher their ideation of suicidal. The regression model explained 26.9% of suicidal ideation. The practical and policy implications for the prevention of suicide of the people with mental disabilities based on these results are as follows: First, social factors should be evaluated and considered together, rather than focusing only on individual psychological factors, in seeking policies and intervention programs that reduce suicidal ideation in the people with mental disabilities. Second, in seeking suicide prevention policies for the people with mental disabilities, Protection & Advocacy services should be provided to reduce violence and discrimination experiences. Third, in order to reduce the suicidal ideation of the people with mental disabilities, the mental disability registration system should be reorganized, and policy alternatives should be devised so that those experiencing mental distress can be included into the system.

• The Journal of the Korea Contents Association
• /
• v.22 no.10
• /
• pp.437-444
• /
• 2022

The purpose of this study was to investigate the effects of Read Along by Google with primary English learners' pronunciation and affective domains. In order to answer these two questions, a 4-week pilot study was conducted with 24 participants in the 6 th grade. Read Along as a main learning tool was utilized for a reading-aloud activity, and a pre-/post pronunciation test and survey on the affective factors were distributed as a research instrument. The results indicated that a read-aloud activity with Read Along brought a positive impact on the development of learners' pronunciation ability in terms of accuracy and fluency. Participants showed improvement in the post-pronunciation test, compared to the pre-one and there was a significant difference based on the result of the paired samples t-test. Next, the results of the survey on the affective domains illustrated that participants showed overall improvement in learning interest and confidence and there was a significant difference in these factors. Yet, there was not a significant difference in the learning attitude, even though they showed partial improvement.

• The Journal of the Korea Contents Association
• /
• v.22 no.9
• /
• pp.520-530
• /
• 2022

The purpose of this study is to examine the status and perceptions, needs of speech language pathologists(SLPs) for the intervention of non-verbal autism spectrum disorders(ASD) through a survey. Among SLPs registered in the Korean Association of Speech-Language Pathologists (KSLP), 116 SLPs participated in this survey. The result is as follows. First, 96.6% of SLP reported that they had been referred for non-verbal ASD, and it was found that SELSI was the most used evaluation tool, and communication ability and social interaction were the most frequently used intervention goals. Second, 86.2% of the SLP said that speech therapy had difficulties, and the reason for the burden was the lack of speech therapy methods. Also, the level of knowledge of speech therapy for non-verbal ASD was low in the treatment area, and the level of confidence responded positively only in communication ability and social interaction. Third, education that was considered necessary within the curriculum was education on treatment methods, and it was found that the improvement points of education other than regular courses were increased education such as expert courses and workshops and activation of supervision. From the results of this study, it is expected that the related curriculum will be expanded and improved in the future.

• Journal of Science Education
• /
• v.46 no.2
• /
• pp.195-211
• /
• 2022

In this study, we explored the meaning of astronomical observation activities of five earth science teachers through in-depth interviews. Semi-structured interviews were conducted after providing a questionnaire based on Seidman's three-step process of interview. By analyzing the interview transcript, the educational implications inherent in astronomical observation activities were extracted. Teachers have constructed systematic basis of observation and astronomy in the observational astronomy and laboratory class during their course in the teacher education institute. After they became in-service teachers, practical know-hows of astronomical observation activities in schools were developed with the help of colleagues. By designing and executing astronomical observation activities for students, teachers notice positive changes in the cognitive domain, affective domain, and career perception of the students. Hence, teachers consider that astronomical observation activities have great educational effects. In addition, astronomical activities appear to be very rewarding and satisfying experiences to teachers, by providing opportunities for having pride as an earth science teacher. However, teachers tend to find difficulties in operating astronomical observation activities in fields, due to both internal and external obstacles. It is found that the removal of internal obstacles is more important for teachers to attempt or to continue astronomical observation activities. In this sense, it is necessary to support teachers by providing timely training courses with related content, as well as opportunities to share their experiences within a peer group such as teachers' research society.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.3
• /
• pp.425-433
• /
• 2023

In this study, we developed a virtual artist play lesson model using gamification concepts and AI-generated art programs to foster creative thinking in freshman art majors. Targeting first-year students in the Digital Media Art Department at Sichuan Film & Television University in China, this course aims to alleviate fear of artistic creation and enhance problem-solving abilities. The educational model consists of four stages: persona creation, creative writing, text visualization, and virtual exhibitions. Through persona creation, students established their artist identities, and by introducing game-like elements into writing experiences, they discovered their latent creativity. Using AI-generated art programs for text visualization, students gained confidence in their creations, and in the virtual exhibitions, they were able to enhance their self-esteem as artists by appreciating and evaluating each other's works. This educational model offers a new approach to promoting creative thinking and problem-solving skills while increasing learner engagement and interest. Based on these research findings, we expect that by developing and implementing educational strategies that cultivate creative thinking, more students will grow their artistic capacities and creativity, benefiting not only art majors but also students from various fields.

• Journal of The Korean Association For Science Education
• /
• v.26 no.4
• /
• pp.527-536
• /
• 2006

This study investigated the components of science teacher professionalism, the meaning of PCK (Pedagogical Content Knowledge), examples of science PCK, and complementary measures that should be taken to improve teacher professionalism. Six science teachers recommended by their colleagues explained that the science teacher's professionalism (or professional knowledge) consists of science content knowledge, knowledge about teaching, knowledge about learners, and improvement efforts. Science teachers' definition of PCK, which is the professional knowledge that members of the wider society expect teachers to possess, is the teacher's materialized knowledge that aims at students' understanding and PCK is the accumulated know-how of teachers as they strive to make their teaching comprehensible by students. Science teachers also contended that teachers as professionals need to complement an accountability system, acknowledgement of continuous self-developmental efforts, collegiality, and securing validity in the teacher employment test. The teachers argued that the societal recognition of teaching professionalism is essential for a high quality teaching. Suggestions for how to improve science teaching professionalism are also discussed.

• Journal of The Korean Association For Science Education
• /
• v.27 no.9
• /
• pp.881-892
• /
• 2007

This study is aimed to classify teachers' questions and feedbacks as well as students' responses in term, of type and frequency, and speculate the distinctive features of verbal interactions including teachers' questions and feedbacks performed actively in the classes of the gifted in science. The 24 hours of the classes made for the 8th grade science-gifted students were observed and recorded. In addition, the mutual conversations between the teacher and the students were transcribed and analyzed, and the interviews with the teachers also were made. It is found that the teachers usually use the question methods of memory recollection, perception and memorization, together with an instant feedback method, while the students prefer to respond with rather short answers. The characteristic features of the class by the teachers who lead the active class show that they use the open questions at the beginning, raise the level of the questioning, use the questions 'why and how' frequently, and to ask evaluative questions. Their feedbacks to the students interestingly indicate that they show the students the attitude of accepting and receiving students' replies, invite different responses from other students by reserving instant answers or judgements to the students, and give the students the confidence of solving the next problems, by praising and encouraging them.

• Journal of The Korean Association For Science Education
• /
• v.28 no.8
• /
• pp.901-921
• /
• 2008

The purpose of this study was to investigate elementary teachers' views on the barriers in implementing inquiry-based instruction in science education. For this, semi-structured in-depth interviews were performed with 22 elementary school teachers who have served for more than five years in the Gyeonggi province. The interview questions were developed through triangulation of Seidman's phase to achieve reliability in the interview data, then interview questions were modified and completed through an analytic induction method in pre-interviews. In-depth interviews were performed individually and all the interviews were recorded. The data of teachers' views on the barriers were categorized and analyzed into external and internal factors of teachers. The study found that the external factors referred by teachers included the following; the lack of a unit time, lack of materials and equipments, too many students in a class, problems in science curriculum management, difficulty in the assessment of students' inquiry activities, the students' learning, lack of opportunities for teaching inquiry activities, harmfulness of accidents, and so on. Internal factors included the following; lack of preparation for inquiry activities, lack of self-confidence, lack of patience, and so on. The various barriers presented and their causes were analyzed in detail, and possible efforts in activating inquiry activities in elementary science education were suggested.