• The Korean Journal of Elementary Counseling
• /
• v.8 no.1
• /
• pp.79-94
• /
• 2009

The objective of the present study was to develop a thanksgiving program for high grade elementary students' anger control and analyze its effects. For this purpose, we set research question 'Does a thanksgiving program have an effect on children's anger control?' and applied a 10 session thanksgiving program to 30 fifth graders in a class, for which the present research was the class teacher, at K Elementary School. A thanksgiving program is a group counseling program that induces the participants to think what a thankful mind is, to find things to thank for around, and to express thanks through specific actions. This study was conducted in a way different from previous research that obtains data from a control group who do not participate in the program and an experimental group who participate in the program In this study, the effect of the program was analyzed according to the level of participation in the experiment. For this, the children were divided into two groups using coupons after the application of the program, and the effect of the thanksgiving program was examined through comparative analysis between the groups and within each group using data obtained from a pretest and a posttest with an anger scale. According to the results, significant changes caused by the positive effect of thanksgiving were observed in the five areas of anger, which are state anger, trait anger, anger repression, anger expression and anger control. That is, the thanksgiving program developed using thanks was found effective in elementary children's anger control. This conclusion is consistent with the reports by Rho Ji hye (2005), Kwon Sean jung et al. (2006), and Kim Dong hee (2008) that a thanksgiving program based on the emotion of thanks can control the emotion of anger.

• Journal of Science Education
• /
• v.38 no.3
• /
• pp.585-598
• /
• 2014

The purpose of this study was to investigate how the activity in the elementary school science teachers' study group help teachers improve their professionalism and what the motivation was for the continuous participation by analyzing the operation system of study group and the teachers' perception. For this study, the N Elementary Science Teachers' Study Group in Gyeong-gi province was chosen, which has been maintained for a long time. Data such as observation journals, contents of activities, and some documents from this study group were collected through the participant observation methodology, and the perceptions about the participating motivation, the personal satisfaction and the impact on the professionalism were investigated by interviewing 5 teachers who participating in this study group. The results of this study were as follows: First, voluntary participation activated the teachers' study group, so teachers who belong to the study group, had a great satisfaction in the activities of the study group. Second, the more teachers participated in study group, they thought their professionalism has been improved. Based on the result of this study, implications to improve the professionalism of teachers were suggested.

• Journal of The Korean Association For Science Education
• /
• v.35 no.2
• /
• pp.333-342
• /
• 2015

This study analyzes the verbal interaction patterns used in a social network activity analysis that appeared in a science inquiry activity of 31 small groups of science-gifted students consisting of 5 members each. The results of this study are as follows: The interaction patterns showed eight types. The most prevalent interaction pattern, type 1, is triangle-shaped, interacting with 3 members out of 5 without a central member. Type 2 is wye form, interacting with 4 members and with one alienated member. Type 3 is diamond-shaped, interacting with 4 members. Type 4 is ray form, interacting with 5 around a central member. Type 5 has an alienated member and interacts with 4 members around the central member. Type 6 is triangle-branched, 4 members linked to the central member. Type 7 is wye form linked all around the central member. Type 8 is wye form with a more complex link than type 7. These can be classified in two. One is the participation-type where the rest of the 4 members are linked to the central member. The other is the alienation-type where a member/members is/are alienated without a central member. The participation-type appeared in 9 groups (29%), type 4, type 6, type 7, and type 8. The alienation-type showed in 22 groups (71%), type 1, type 2, type 3, and type 5. On the basis of this study, we propose that the best number of members in a group is three. It helps prevent a free-riding effect or isolation of members. Also, we deem it more fruitful if there is a member playing a central role in a group.

• Hwankyungkyoyuk
• /
• v.6 no.1
• /
• pp.199-209
• /
• 1994

To investigate the trends in environmental education research of foreign countries, the paper published in the Journal of Environmental Education from 1984 to 1992 were analyzed. Major results of this study are as follows: 1. Total number of the paper analyzed was 178 and the average numbers of paper published per year were similar. 2. Researchers' majors were various. 3. The major targets of the researches in environmental education were school students. 4. Questionnaire was used in many researches and the main area of researches was strategy for environmental education. 5. Major type of research was survey and the main area of researches was strategy for environmental education. 6. The affective domain was highly concerned in environmental education researches.

• Korean Journal of Comparative Education
• /
• v.28 no.4
• /
• pp.165-187
• /
• 2018

The main purpose of this study is to analyze the reform of deadministration of universities in China by the Cooper's 4-dimension of education policy theory. Based on the theory, the reform of deadministration was analyzed in four dimensions(normative, structural, constituent, and technical dimension). First, in the normative dimension, the Chinese university deadministration policy is fully guaranteed by law, and mainly aimed at "modernization of education management system and management ability". Second, in the structural dimension, a highly administrative management paradigm of universities has played an important role during the early stages of higher education development, but it now becomes one of the main obstacle to its further development. However, the Chinese university de-administration policy is a policy that has taken almost 60 years. Therefore, this problem must be solved step by step. Third, in the constituent dimension, although there were some differences in the attitudes towards "the administration" and "the de-administration" of Chinese scholars, university presidents and the public(students), most of them agreed on eliminating "the administration of universities." Fourth, in the technical dimension, Chinese central government and many universities have accumulated many achievements of "the deadministration policies" in management and practice, while some criticisms are heard, either. However, I hope that all reform cases, regardless of their success or failure, will become a model for future administrative reforms.

• Journal of Korean Home Economics Education Association
• /
• v.24 no.3
• /
• pp.143-173
• /
• 2012

We investigated environmental problems related to clothing, and attempted their practical solutions using Future Problem Solving Program in order to cultivate the creative character in teenagers. We applied "teaching and learning plans" to seventy-seven the first graders of high school students in 2 classes in Gyeonggi-do, one hour per day for 3 weeks, from August 23 to September 8 2011. Statistical analyses were performed using the SPSS for Windows software(version 17.0). Mean differences in results between pretest and posttest were evaluated using Student's t-test. We selected 'production of fabrics, production of clothing, disposal and recycling of clothing and washing of clothing' as the learning theme in educational content factors of 'clothing culture in consideration of environment'. And we developed thirteenth teaching and learning plans and educational materials including 4 problems, 2 worksheets, 10 team worksheets, 7 video materials and 7 Power Point materials using Future Problem Solving Program(FPSP). The measurements of fluency, flexibility, originality and problem-solving ability are significantly improved. The level of creativity in the items of fluency, flexibility and originality, in particular, exhibited marked improvement, 'below-average' to 'above-average', regardless of academic records and gender. Problem-solving ability in female students was more effective than that of male, but it showed no significant correlation with academic records. The analysis of character-change showed the highest improvement in the awareness on the protection of environment, the character factor in the educational contents. Personalities, confidence, consideration and cooperation in learning method of FPSP also exhibited a significant improvement. But character-change did not correlate with academic records or gender. In the present study, we found that home economics has a positive effect on cultivating creative character. When we selectively and properly apply a course of creative problem-solving of FPSP and a course of creative output to students, we can increase their ability to solve problems, cultivate their creative character and further enhance their interest on home economics.

• Journal of Science Education
• /
• v.34 no.1
• /
• pp.58-71
• /
• 2010

The purpose of this study is to categorize preconceived notions by elementary science gifted students about the reason why only one side of the moon is visible and develop an instructional module to correct these notions scientifically. The effectiveness of these modules will then be tested. The participants of this study were 15 (5th and 6th grade students) from Gwangju Metropolitan City and Chonnam Province who passed a gifted student assessment test developed by J university. The student's notions about the reason only one side of the moon is visible were assessed through questionnaires, interviews, and reenactments. Instructional modules to minimize these notions were developed and then improved upon by class reenactments. And then these modules were used to teach a real class with cameras recording the students. Protocols were analyzed using this footage, and emphasis was placed on how the developed class module changed student's misconceptions. The instructional module developed in this study was: student conception assessment writing materials exploration activity stage 1 (moon's orbit) exploration activity stage 2 (moon's rotation) - exploration activity stage 3 (moon's orbit and rotation) - exploration activity stage 4 (verbalizing the moon's orbit and rotation) - exploration activity stage 5 (thinking about moon movement considering earth's rotation - exploration activity stage 6 (relating the earth and moon's movement) and verifying student conception change. An important conclusion of this study was that all 15 students had misconceptions that could be divided into categories A, B, and C. Category A could be separated with more specifics into A-1 and A-2, and C into C-1 and C-2. After the instructional module was utilized, the student categories show positive change in the following stages: Category A at exploration activity stage 1 and 2, Category B at exploration activity stage 3, Category C-1 at exploration activity stage 4 and 5, and Category C-2 at exploration activity stage 6. Category C-1 students immediately changed to Category C-2 after going through a few stages, and their misconceptions were finally corrected after going through exploration activity stage 6. The misconceptions of students in all categories were corrected scientifically after completing stage 6 education. This study proposes that a combined education of reenactments, exploration materials development, and exploration activities by stages will effectively correct misconceptions about the Earth and moon's movement.

• Journal of the Korean Society of Food Science and Nutrition
• /
• v.32 no.2
• /
• pp.295-301
• /
• 2003

This study was carried out to investigate perception about body image, dietary attitude, nutrient intake and dietary self-efficacy of high school students in Pusan. A questionaire survey was distributed among 491 high school students. The survey was conducted from April 8 to April 22 in 2002. The results are summarized as follows. Forty percents of the underweight group, 53.9% of the normal weight group, 61.8% of the overweight group and 48.2% of obesity group have correct perception about their body image. Most of the students were concerned with their body image and weight control. Obesity of parents was significantly correlated with obesity of the subjects (p<0.01). The higher obesity rate, the lower dietary self-efficacy. The higher dietary self-efficacy, the higher dietary attitude. There was a significant positive correlation between the education level of their parents and dietary attitude of the subjects (p<0.01) and a significant negative correlation between obesity rate of their mothers and dietary attitude of the subjects (p<0.01). Dietary attitude scores showed no significant difference among the groups. Intakes of most nutrients, except protein, niacin and vitamin C, were lower than those of the recommended dietary allowances for Koreans. Therefore, proper nutrition education is required to improve their nutritional status and dietary self-efficacy.

• Journal of dental hygiene science
• /
• v.14 no.3
• /
• pp.342-348
• /
• 2014

This study was carried out an elementary school located in B-myeon and K-myeon of Gimje. One school (test group) with a school oral health care office and three schools (control group) without school oral health care offices were selected as sample schools. The dental caries prevention effects were compared between third to sixth graders who received benefits of the school continued oral health management program of K health office in Gimje, and first and second graders who did not receive the benefits due to the suspension of the program. The decayed, missing, and filled (DMF) rate, that received the benefits of the program, the test group was 58.9% and the control group was 76.1%, showing significant difference (p<0.05). For the DMF teeth (DMFT) rate, the who received benefits from the program, the test group was 41.1% and the control group was 64.2%, showing significant difference (p<0.01). For the DMFT index, the third to sixth graders that received benefits of the program, the test group was 1.73 and the control group was 3.66 showing significant difference (p<0.001). For the decayed teeth (DT) index, it was 0.72 for the test group and 1.96 for the control group showing significant difference (p<0.001). For the filled teeth index, the test group was 0.63 for the test group and 0.99 for the control group showing significant difference (p<0.05). For the DT rate, the total test group was 57.23% and 64.16% for the control group. For who received benefits from the program, the DT rate was 54.81% for the test group and 60.98% for the control group. The effects of the student continued oral health management program carried out by the oral health office can be confirmed. It is judged that efforts for continuous maintenance and promotion will be necessary to improve the oral health of students.

• Journal of Science Education
• /
• v.32 no.2
• /
• pp.1-16
• /
• 2008

The purpose of this study was to analyze about STS contents in the next generation science textbook for 10th grade according to curriculum revision 2007 and high school science textbooks focused on the Earth Science which were published according to the 7th curriculum. The contents of STS were analyzed by the STS topics of Yager(1989), Piel's standard(1981), and student activities by SATIS. The results of this study are the same as follows: 'The next generation science textbook' was shown that 20.9% is STS material amount in average by Yager's standard. 'High school science textbooks' were shown that 11.3% is STS material amount in average. Based on the STS topics by Yager's standard, most of STS content is focused on 'Relativity with local community', 'Application of science' and 'Cooperative work on real problems'. However, there is rare contents such as 'Multiple dimensions of science', 'Practice with decision-making strategies' and 'Evaluation concerned for getting and using information' in the next generation science textbook. In high school science textbooks were shown that 'Applicability of science' is the highest and 'Relativity with local community' is the next high contents. Based on the STS topics by Piel's standard, most of STS contents are focused on 'Environmental quality', 'Space research' and 'National defence' in the next generation science textbook. But high school science textbooks are focused on 'Natural resources' and 'Technology development'. The activities were analyzed by SATIS student activities. The major categories of activities included in the next generation science textbook were 'Investigation', 'Simulation' and 'Data analysis'. But, there were rare activities like 'Roleplaying', 'Research design' and 'Simulation' in high school science textbooks.