• Korean Journal of Culture and Social Issue
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• v.30 no.2
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• pp.193-220
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• 2024

This study was conducted by applying Selby and Joiner (2009)'s Emotional Cascade Model to the phenomenon of non-suicidal self-injury of adolescents, focusing on the school counselor's counseling experience. To this end, a focus group interview(FGI) was conducted with 56 counselors who had experience in counseling self-injured adolescents, and this study applied Braun and Clake's thematic analysis(2012). As a result, 8 categories and 16 subtopics were derived: 'negative emotional experience', 'maladaptive cognitive emotional dysregulation strategy', 'experience of emotional cascade', 'temporary relief of psychological pain', 'aggravation of the emotional cascade state', 'emotional pain from nonsuicidal self-injury', 'vicious cycle of nonsuicidal self-injury' and 'difficulty in controlling behavior that co-occurs with nonsuicidal self-injury'. These results are significant in expanding the understanding regarding the non-suicidal self-injury of adolescents through the perspective of school counselors who are in a position to consider the various systems surrounding adolescents in an integrated manner. Based on the research results, implications, limitations and future research were discussed.

• Proceedings of the Korea Contents Association Conference
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• 2014.11a
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• pp.81-82
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• 2014

1998년 이래 2014년 3월 현재에 이르기까지 북한이탈주민의 누적 수는 26,500여명에 이른다. 이들 중 북한사회에서 고등학교 교육을 이수한 이들은 남한사회에서 대학교육을 경험하고자 하는 이들이 다수이며, 이들 중에는 사회 경제적 여건 상 on-line교육으로 눈을 돌리는 이들의 수가 늘어나고 있는 것 또한 사실이다. 본 연구는 이러한 상황에서 on-line대학을 접한 북한이탈주민 학생들의 교육경험을 질적연구를 통해 분석해보고 그들이 교육을 받고 있는 과정에서의 어려움과 필요가 무엇인가를 도출해보고자 한다.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.243-254
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• 2020

This study focused on the perception of career plans(life goals, self-standards, future prospects) based on the experience and satisfaction of career education and experiences of adolescents. To this end, 2,998 adolescents aged 13 to 18 are divided into middle and high school students groups(Inexperienced group, Dissatisfied group, experienced satisfaction group) by utilizing the 'career, career and vocational field' of the Youth Comprehensive Survey. The main results of this study are as follows. Differences by group of career plans were higher in the majority of experienced satisfaction groups than in the inexperienced and dissatisfied groups, and the more experienced and satisfied the career education and experience, the more confident they were in life goals, self-standards, and future prospects. In addition, in the case of self-standards and future prospects, the satisfaction of the inexperienced group was higher than that of the dissatisfied group, and when satisfied with the experience, the average value of the middle school group was higher than that of the high school group. Finally, based on the results, implications and limitations for follow-up studies were discussed.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.337-348
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• 2019

The purpose of this study is to examine epistemic thinking in middle school students in an argument-based inquiry science class. Participants of the study were 93 9th grade students from four classes of a middle school in a metropolitan city. Observations were made over one semester during which argument-based inquiry lessons on five subjects were conducted. Data was collected from argument-based inquiry activity worksheets and student questionnaires. After analysis of epistemic thinking in the written reflections, students were found to have the highest frequency of epistemic metacognitive skills, followed by epistemic cognition, epistemic metacognitive experience, and epistemic metacognitive knowledge. While investigating the effects of an argument-based inquiry science class on student epistemic thinking and after analysis of the reflections written for the first ABI activity and the fifth ABI activity, we found that all of the sub-elements of epistemic thinking have increased. The rate of growth for epistemic cognition is greatest, followed by epistemic metacognitive knowledge and epistemic metacognitive skills. Assessed for epistemic thinking, the level of epistemic thinking improved over the course of the argument-based inquiry science class. The results of the survey show that students actively participating and being recognized for their active participation in the argument-based inquiry science class are helpful in understanding scientific knowledge. Therefore, an argument-based inquiry science class is a teaching and learning program that allows students to understand and experience the epistemic nature of scientific knowledge and its construction through collaboration and agreement.

• Journal of the Korean Chemical Society
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• v.64 no.5
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• pp.277-290
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• 2020

In this study, four gifted students in the second year of middle school at Gifted Education Center of the National University in Jeollanam-do were surveyed students' perceptions of the effectiveness of science class using science writing heuristic in terms of metacognition and the goals of the 2015 revised science curriculum. Through questionnaires and interviews with gifted science students, science gifted students recognized that the science class using science writing heuristic had a positive effect on the four subdomains (planning, monitoring, control, and evaluation) of metacognition. For this reason, the science gifted students presented self-directed experience in designing experiments, continually checking the collected experimental data, feedback process, and reflecting experience in preparing conclusions. Science gifted students recognized that science class using science writing heuristic had a positive effect on the goals of the 2015 revised science curriculum(attitudes, inquiry, knowledge, Science·Technology·Society(STS), and the enjoyment and usefulness of science learning) that correspond to through inquiry science writing lessons. For this reason, the science gifted students presented self-directed inquiry experiences, continual inquiry experiences on the same subject, thinking process at each stage of inquiry, learning experiences through inquiry, experience of the whole inquiry process, and inquiry of phenomena closely related to real life. Therefore, for the effective science class, it is necessary to apply the characteristics of science class using science writing heuristic which is responded by science gifted students to general science class as well as science gifted class later.

• Korean Journal of Culture and Social Issue
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• v.8 no.2
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• pp.105-135
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• 2002

The purpose of this study is to examine the experience of stress, coping and social support among students and their parents after Korea recovered from the recent economic crisis. A total of 634 students(primary school=135, junior high school=118, senior high school=168, and university=213) and 842 parents (fathers=421, mothers= 421), for a total of 1,476 participants, completed an open-ended questionnaire developed by the present researchers. For students, the most painful experience was related to problems in academic life, followed by problems in relationship. For father, the most painful experience was financial problems and for mothers, it was conflicts in the family. In stress situations, self-regulation was the most frequently adopted coping style by both students and adults. The second most frequently reported coping style was avoidance. In terms of social support, students reported receiving most support from friends, and the importance of friends became greater for the older students. Parents reported receiving most social support from their spouse. As for the type of social support, around half of students and parents reported receiving emotional support. Emotional support was viewed as being very important in reducing the stress experience related to academic life, problems in relationships, family conflict, and financial difficulties. The results of the present study will be compared to similar studies conducted before and during the economic crisis and the implications of these studies, as well as the importance of the indigenous Korean psychology, will be discussed.

• Journal of Popular Narrative
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• v.26 no.1
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• pp.135-174
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• 2020

The article focuses on the student activism experience of the 1990s and 2010s and on the accumulation of everyday experiences created by the conditions of the 2010s against the backdrop of differences in how the composition of 'we' is portrayed in oral narrative. What stands out in the 90s oral narratives on student activism experiences, which were compiled in the 2010s, is the distancing of the culture of student activism at that time. In the words of speakers who experienced university life in the 1990s, the culture of student activism at the university was created through private relationships, and was, needless to say, considered 'natural'. At the same time, however, the 'natural' is said to be 'abnormal' or 'strange' in the context of the 2010s in which it is being talked about, and is meant to be an experience with a certain distance from the present speakers. This aspect is associated with the conditions under which the experience of the 90s is being described in the 2010s. The present, which explains past experiences to speakers, was explained after the 2016 candlelight protest and Gangnam Station femicide protest, and is described as a world that is qualitatively different from before, and is located as an opportunity to create a critical distance from past experiences. This qualitative change, which raises suspicions about the homogenous "we", is based on a newly acquired sense of gender sensitivity, living since the mid-2010s, when gentler issues were the biggest topic in Korean society, among others. In the 2010s, the composition of 'we' is no longer understood as a community of people who share any commonality, but as individuals who unite despite numerous differences. This reveals the experiences of those who have already embodied this in their everyday senses in the 2010s. The 'we' they formed should have nothing to do with private relationships, nor was homogeneity considered the most prominent group, so it was nothing that could explain the 'me' at the time of the demonstration and outside of the venue. It was in that context that the relevant experience was described in a cautious manner throughout. This, in turn, raises the need to ask and understand a new sense of student activism and, moreover, social movements and the sense of unity as 'we'. It should also be asked who is the main body of the movement and what is the use of asking it. Soon, the need and meaning of defining the fixed identity of 'we' in the movement should be questioned. Therefore, it should be asked what fixed positions or coordinates can really represent someone's position.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.164-172
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• 2018

This study explores how to implement a learning experience-based professionalism program for a medical students and evaluates its program through effectiveness and usability test. This study aims to provide practical implications for experience-based learning in an undergraduate level. Seventy four first-year medical students enrolled in PDS1(Patient-Doctor-Society 1): professionalism, one-week block (30 hours), one-credit program based on a experience-based learning model. All of the students were given six learning themes and learning resources and supporting tools, and conducted stepwise learning activities; preparation, organization, sharing, reflection and evaluation of experiences. The effectiveness of learning was evaluated by comparing the pre and post results of student's self-assessment on 24 questionnaire items about professionalism. After the course, the students and instructors conducted a usability evaluation of the program through questionnaires or group interviews. Learners' self-assessment results of professionalism such as leadership, self-directed learning, professional attitude, and social accountability all showed significant differences between the pre- and post-test. Satisfaction of the program was distributed to 3.58~3.78 according to items. Instructors and learner interviews confirmed practical usability throughout the course design, implementation and students evaluation. The results of the study showed the feasibility of implementing learning experience-based professionalism program in medical school. This study provides practical implications to develope and evaluate the learning experience-based professionalism program in medical education.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.267-281
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• 2021

The purpose of this study was to investigate the effect of breeding experiences of companion animals on elementary school students' interest in science, science curiosity, and science self-concept in relation to companion animals that are rapidly increasing in modern society. To achieve the purpose of this study, level of four hundred and seventy-four 6th grade at elementary school students' interest in science, science curiosity, and science self-concept according to breeding experiences of companion animals were compared and analyzed through ANOVA and independent sample t-test. As a result of the analysis, students who have experience in raising companion animals have higher interest in science, science curiosity, and science self-concept than students who have no experience in raising companion animals. It is believed that students participate in breeding activities of companion animals with interest and curiosity, and that self-concept has increased due to the process of acquiring knowledge necessary to raise companion animals and successful breeding experiences. The results of this study are meaningful in that they discussed the implications of breeding experiences of companion animals for science education, using companion animals that have not been studied much in the field of science education so far.

• Journal of the Korea Convergence Society
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• v.8 no.11
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• pp.109-114
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• 2017

The objective of this study was to investigate the factors of career choice in high school seniors and to utilize the data to guide their career selection. From July 2, 2016 to August 2, 2016, a total of 145 high school seniors from six different high schools in Daejeon and Chungcheong area participated the study. Pearson's correlation coefficients, t-test, one-way ANOVA and multiple regression analysis, using SPSS 24.0 version program. It was shown that the participants who had a positive relationship with their school nurse, or those who had experience in nursing-related career activities inside or outside the school, or participants who had career-related classes, expert counseling, and educational experience in school were interested in applying to nursing school. The findings from this study provided implications for promoting career education programs attracting talent from high school seniors who are interested in applying nursing school.