• The Journal of the Korea Contents Association
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• v.17 no.6
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• pp.382-395
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• 2017

This study attempted to examine how sexually abused women with intellectual disability living in residential care facilities interact with their environment, such as personal life, family and communities, and to identify contextual characteristics and needs of these women. Qualitative case study method was adopted, and data was collected through individual and intake interviews, participant observation and a survey with 11 participants residing in a residential care facility for sexually abused women with intellectual disability. The results showed that participants struggled with stresses and emotional instability affected by traumatic experiences of sexual abuse. Family was a system that sexual abused took place, while the systems of residential facilities protected them from potential dangers and violence. Work and school systems also provided them opportunities of learning and having dreams in the future. However, the community system which participants would live after discharging from the facility, had risk factors vulnerable to sexual violence against participants. In conclusion, this study suggested diverse services and programs, such as professional psychotherapy programs, integrated support programs for victim and their families and provision of professional care facilities.

• Journal of Science Education
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• v.34 no.2
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• pp.306-319
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• 2010

The purpose of this study is to pursue suggestions for the activation of the elementary science camp through the present status of operation and preference survey; examined 50 elementary science camps conducted since year 2004, and surveyed 590 people of students, parents and teachers around Seoul and Gyeonggi province. This study also explores ways of issues and solutions through interviews with five officials of the elementary science camp. This study drew data from the present status of the elementary science camp, the state of camp participation, student's preference, interviews with camp managers. The following are suggestions for the activation of the elementary science camp based on the results of this study; First, the elementary science camp especially in charge of science-related association or office of education should be enlarged, and other private institute or organization should prepare for specialized programs and expert teachers. Second, insufficient camp spot should be solved and participation fee differentials should be alleviated. Third, the period of the camp and its announcement should be various, so that students have more opportunities. In conclusion, managing elementary science camp needs specialism, and continuing effort, because it is related to many important matters such as theme, period, place, participation expenses, guiding teacher, number of student, program organization, student's preference, and method of notice. Therefore, this study insists steady cooperation, continuing endeavor, and appropriate support system for elementary science camps on a nationwide scale.

• Communications of Mathematical Education
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• v.31 no.1
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• pp.17-48
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• 2017

This case study examined mathematics anxiety of a public high school sophomore who was unable to perform well in mathematics but later overcame his fear of mathematics. In this study, he showed high levels of mathematics anxiety in the assessment tools that evaluate mathematical anxiety factors. Cognitive and behavior treatments were carried out to alleviate his anxiety. First, cognitive treatments that were implemented include: understanding his own problems, writing down his thoughts on a record sheet, and changing intermediate and core beliefs. This paper explored cognitive and affective changes and reactions during the treatment process. Second, behavioral treatments that were conducted include: the divided-page method and peer tutoring. The divided-page technique involves the test subject to write down and solve his problems on a note to see what kind of cognitive and affective changes occur during the process. This paper also explored how Su-chul, an overly competitive student, changed and reacted cognitively and affectively through peer tutoring. The results revealed that Su-chul's exam anxiety, as well as other factors, has decreased. Moreover, he regained his self-confidence by solving math problems that he had felt difficult. His competitive attitude also has turned into a cooperative and thoughtful one.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.15-29
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• 2012

The purpose of this study was to investigate the educational factors on career choice of science-gifted students to science and technology bound universities and the difference of perception in regards to group factors. In addition, this study aimed to examine the effects of science-gifted education and critical events in relation to career choice to science and technology bound universities. For the study, 104 university freshmen, 75 males and 29 females, were sampled from UNIST (Ulsan National Institute of Science and Technology), that many science high school graduates entered this year. The survey was conducted with questionnaires to do with the perceptions concerning career choice and educational factors that cause them to choose such career directions. The educational factors on career choice to science and technology bound universities were classified as 3 main categories such as educational environment factor (teaching-learning factor), human factor, attitude towards science factor and the subcategories within each category. The research findings are as follows: First, the factors were closely connected with each other and 'the project centered classes' were highly interrelated with other educational environment factors such as 'the experiment activity and environment for the activity' and 'influence of teachers (professors).' Second, the female students and graduates of the science high school were more positively influenced by the educational environment and human factors on their decision for career than male students and graduates of the general high school. Third, this research found that historical scientific knowledge, perception of scientists' social status and job applications in the science field gave less influence rather than other factors on their decision for career. As a result of examining critical events for science-gifted education in relation to career choice to science and technology bound universities, numerous students mentioned that the extracurricular science activities such as science camps and field trips gave significant effects on students' career choices to science and engineering fields.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.447-457
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• 2022

The purpose of this study was to understand the parents' perceptions of the distance learning provided to students with disabilities and to explore the demands for educational support. A survey was conducted on a total of 2,392 parents of school-age children with disabilities. The survey questions were largely divided into the learning support to prevent educational gap, support for behavioral and psychological difficulties, and care support for educational welfare. As a result of the study, it was found that face-to-face education in schools was the most important to prevent the educational gap between students with disabilities, and counseling on distance learning methods and strategies suitable for the characteristics of the disabled in connection with the Special Education Support Center was the most necessary. As a learning support method for distance learning for students with disabilities, there was a high demand for individual learning support through preparatory special education teachers, and it was necessary to secure enough learning aids and assistive technology devices to be used appropriately when needed. In addition, psychological counseling and educational support for students with disabilities were requested, and there were demands for development of care programs suitable for the characteristics of the disabled and assignment of dedicated personnel. Based on the results of this study, this study suggested implications for students with disabilities to bridge the learning gap and provide educational support due to distance learning.

• Journal of the East Asian Society of Dietary Life
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• v.23 no.6
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• pp.681-689
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• 2013

The purpose of this study was to investigate the effect of alcoholic drinking on the dietary habits among university students. The data was collected from 355 students (male : 188, female : 167) living in Busan. The questionnaire composed of general information, person with the lunch meal time, skipping meal, meal type place overeating, snacking eating out, food intake pattern. For statistics analysis, SPSSWIN 12.0 was used. The results were summarized as follows. First, the rates of alcohol drinking in male and female students were 94.1% and 93.4% respectively and the rate of under 19 years old's drinking were 94.4%. Second, in the appearance of drinking, the difference in dietary habits wasn't shown to be significant. However in term of dinner, few female students sometimes haven't dinner (p<0.01). And female group showed frequently eating out (p<0.05) and overeating more than male group(p<0.001). Third, the alcohol drinking group and non-alcohol drinking group showed significantly similar consumption frequency of cereal, meat products, fruits vegetable, oil sugars. But the intakes of milk and dairy products in male students were significantly higher than in female students (p<0.001). These results indicated that more attention should be taken to university students, having habits of skipping meal, alcohol drinking and low intake for nutrition knowledge or attitude so as to improve their health.

• Journal of Nutrition and Health
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• v.50 no.2
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• pp.180-191
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• 2017

Purpose: The purpose of the study was to identify teacher's knowledge about sodium, dietary behaviors related to sodium, attitudes towards a low-salt diet, and meal attitude guidance as well as examine the relationship between these variables. Methods: The participants were 351 teachers at an elementary school in the Jeonbuk area. The data were analyzed using ANOVA, Duncan test, and Pearson correlation coefficients with SPSS v. 20.0. Results: The score for teachers' knowledge about sodium was 12.92 points of a possible 16, the score for dietary behavior related to sodium was 46.85 points of a possible 70, and the score for attitude towards a low-salt diet was 33.63 points of a possible 50. Their score for meal attitude guidance was 59.95 points of a possible 80. The knowledge showed significant differences by hypertension drug (p < 0.05) and stress level (p < 0.05). The dietary behavior of sodium use showed significant differences by gender (p < 0.01), work experience (p < 0.05), BMI (p < 0.01), drinking (p < 0.05), concern about health (p < 0.05), and stress level (p < 0.05). The attitude towards a low-salt diet showed significant differences by gender (p < 0.05), marital status (p < 0.05), work experience (p < 0.05), drinking (p < 0.05), concern about health (p < 0.001), and stress level (p < 0.05). Meal attitude guidance showed a significant difference by marital status (p < 0.001), age (p < 0.001), work experience (p < 0.001), drinking (p < 0.01), regularity of health checkup (p < 0.001), concern about health (p < 0.001), and stress level (p < 0.05). There was a low positive correlation between knowledge about sodium and dietary behavior related to sodium as well as between dietary behavior related to sodium and attitudes towards a low-salt diet. Attitudes towards a low-salt diet showed a positive correlation with meal attitude guidance. Conclusion: Therefore, it is necessary to consider educational programs on increasing knowledge and attitudes towards a low-salt diet in teachers for improvement of meal attitude guidance activities for students.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1025-1035
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• 2017

The purposes of this study are to analyze the merits and limits of flipped learning by suggesting the ALP model for efficient application and to test the effects of the new ALP model. The process of new model and program development is based on ADDIE in this study. This study consists of two steps. First through literature research on the difficulties of the flipped learning, the elements are extracted to develop new model. Second, these elements were placed according to the teaching and learning flow, which resulted in the procedures. As a result, the ALP model was developed. The ALP model is a new model for applying teaching and learning methods for efficient application of the flipped learning. This model was applied to elementary science classes to test its effects in scientific communication skill. Interviews and cognitive survey were also conducted to collect additional information. The results of this study are as follows: There were various difficulties in flipped learning. Based on literature research results, the ALP model and the science programs for elementary students have been developed. The experimental group showed statistically meaningful improvement in scientific communication skill. The scientific communication skill has two subcategories: the forms and the types. According to the form analysis results, the experimental group showed a statistically meaningful improvement in the form of Table and Picture, but not in the form of Writing and Number. With the same reason given previously, this study confirmed that the application of ALP model improves the students' visual form communication skills such as Table and Picture better than reading form communication skills such as Writing and Number. According to the type analysis results, the experimental group showed a statistically meaningful improvement in "the scientific insistence" type, and "the justification" which is the sub element of "the scientific insistence" type. With this reason, this study suggests that the class applied ALP model gives students more time and opportunities to learn. Though the survey and interviews about the student's awareness of the class with applied the ALP model, this study showed that students actively exchanged their opinions in the class with applied ALP model.

• Journal of Science Education
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• v.36 no.2
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• pp.381-393
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• 2012

This study was analyzed that what kind of elements for STEAM, except scientific commonsense, are contained in 2009 revised chemistry textbooks I for high school students. So first, elements of STEAM in textbooks were examined by following three sections; by publishing company, each unit and area of textbook. For reference, new sub-elements of STEAM were set because existing elements of STEAM is incongruent with current textbooks. As a result, most chemistry textbooks included elements of STEAM properly for inter-related learning with the other fields. Every textbook had its unique learning methods for utilizing elements of STEAM and they were unified as one way. Depending on textbooks, learning methods were little bit different from the others. Also, detailed elements of STEAM contained in textbooks were classified just 14 types. And they were even focused on a few elements according to sort of textbook. Thus, it seemed that there was a certain limitation of current education of STEAM in chemistry Field. By the unit, according to the curriculum, contained elements of STEAM were different. Almost all elements of STEAM were located in I section. Consequently, it is difficult to include elements of STEAM if mathematics or history were not existed in curriculum. Lastly, by the area, most of all elements of STEAM were included in reference section. Almost all elements of STEAM were focused on art and culture. Thus, STEAM was used for utilization about chemical knowledge in substance. Otherwise, convergence training for approach method was not enough in chemical knowledge.