• Korean Journal of Community Nutrition
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• v.7 no.2
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• pp.177-187
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• 2002

This study was done to determine the factors associated with childhood overweight in 721 sixth grade elementary school students, in Busan. The students' heights, weights, waist circumferences and triceps-skinfold thicknesses were measured using standard techniques. Other data were collected using a questionnaire that included information about physical activity, television watching, and the amount of exorcise taken during leisure times, family history of diseases related to obesity: social data including family income, parents'education and occupations, eating behaviors; parental weights and heights; and parental activity levels. Childhood overweight was defined as a body mass index at or above the 85th percentile for age and sex. The prevalence of overweight revealed no significant difference between sexes, (24.2% in boys and 22.03% in girls). The risk of childhood overweight was significantly greater if either the mother or the father were overweight. The odds ratio for childhood overweight associated with maternal overweight was 5.045 (94% CI : 3.262-7.801), and 2.727 (95% CI : 1.764-4.218) was the case for parental overweight. Children having a history of hear diseases had higher odds ratios than those who did not. The odds ratios for overweight associated with income were not different. However, a higher odds ratio for overweight was observed in children whose fathers had only an elementary or middle school education than those whore fathers had a high school or college education. Children whose fathers' occupations were service workers or shopkeepers (OR : 3.314, 95% C = 1.851-5.934) or had no occupation (OR = 3.756, 95% CI : 1.898-7.430) had a treater risk of overweight than those whose fathers'were professionals or once workers. The risk of overweight increased in children having more irregular meal times and faster eating times, rather than those having an intake pattern of high energy and sugar containing floods. The amount of exercise taken during leisure times, and daily physical activity showed no difference between overweight and non-overweight children. However, television watching time, especially on weekends, was greater in overweight children than in non-overweight children. Television watching time was positively correlated with BMI, triceps-skin(31d thickness, waist circumference and waist/height ratio. Therefore, television watching was found to be a useful predictor of overweight in children. Television watching in children was negatively related to paternal activity levels, and positively related to parental television watching time. In fact, fathers whose children were overweight were physically less active than fathers whose children were non-overweight. Parents appeared to be a strong influence on their children's physical activity levels. In conclusion, a low family social class, defined on the basis of the father's occupation or education, parental overweight, increased television watching, and unhealthy physical activity levels in parents were all considered risk factors for childhood overweight. Among these, television watching time and lack of physical activity were considered to be the most important risk factors that could be easily modified for the prevention of and intervention in, overweight in children.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.847-857
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• 2017

This study examined the effect of the Collaborative Problem-Solving for Character Competence (CoProC) instruction model within the context of secondary science education. The participants of this study were comprised of 143 Korean students, each of whom was in the 10th grade spread across four class cohorts. These cohorts were further divided into an experimental group (comprised of 73 students from two different classes), which received the CoProC program; and a control group (70 students from two other classes), which did not. In order to assess the effect of CoProC instruction model upon participants' character competence, we designed and administered a Character Competence Test for participants. The CoProC instruction model consists of 3 fundamental steps: Preparation, Problem-solving, and Evaluation. Key character competence targeted in the CoProC program include caring, collaboration, communication, responsibility, respect, honesty, self-regulation, and the development of positive self-image. Thus, these same qualities were targeted and analyzed in the Character Competence Test, which was administered before and after the CoProC activities. The results show a significant increase in the experimental group's competency for caring, collaboration, responsibility, respect, and self-regulation when compared to the control group. Based on these results, we have found that CoProC instruction model to be an effective teaching intervention toward cultivating character competence in a secondary science education setting.

• Korean Journal of Health Education and Promotion
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• v.26 no.5
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• pp.97-113
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• 2009

Objectives: This study was conducted to identify the intervention effects on health efficacy and health knowledge related to health behaviors for improving cardiovascular health in elementary school children. Methods: A repeated measure, pre-post-test design was used to identify the intervention effect on health efficacy and health knowledge among 5th grade school children. Intervention consisted of a curriculum classroom intervention and parent intervention. Health efficacy, health knowledge, and perceived parental monitoring were measured for testing intervention effect. A sample of 219 participants completed a baseline pre-test and two tests during intervention and after intervention from March to July 2004. Results: Mental health efficacy improved significantly from baseline test to the test after intervention (F = 32.88, p < 0.0001). Physical health efficacy also significantly increased during intervention (F = 50.51, p < 0.0001), but did not significantly change after parent intervention. Health knowledge increased significantly from baseline test to the test after education (F =10.23, p < 0.0001), but decreased after parent intervention. Perceived parental monitoring had a significant impact on mental health efficacy and physical health efficacy. Conclusion: The findings support school-based cardiovascular health promotion intervention as effective in improving health efficacy and health knowledge. Parental influence should also be considered to maintain improved health efficacy and health knowledge by thinking process in the intervention for elementary school children.

• Journal of Science Education
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• v.44 no.2
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• pp.205-213
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• 2020

The purpose of this study is to investigate the effects of elementary school students' knowledge and information processing competence and collaborative problem-solving ability in scientific inquiry class using data measured with digital inquiry tools. To this end, three classes of 5th grade elementary schools in S-city, Gyeongnam were selected as experimental groups and three classes as control groups. The control group conducted traditional lecture-style classes, and the experimental group conducted scientific inquiry classes using scientific data. The following results were obtained through questionnaires after class. First, science inquiry classes using scientific data helped elementary school students improve their knowledge and information processing competence. Second, scientific inquiry classes using scientific data improved elementary school students' cooperative problem-solving ability. From the above results, it was found that scientific inquiry classes using scientific data are needed to improve the knowledge information processing competence and cooperative problem solving ability of elementary school students. Based on this research, it is necessary to study a specific teaching and learning environment that can activate scientific inquiry class using data measured with digital inquiry tools in the future.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.4
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• pp.1628-1636
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• 2011

The purpose of this study is to analyze the effectiveness of horticultural therapy on children from broken homes: this treatment program, implemented in the social welfare field, targets the children's depression, self-esteem, and social and emotional stress. Its object was composed of 13 lower grade students enrolled in special facilities according to the life-cycle method, and its data were collected as making use of the structured questionnaire. The horticultural Therapy Program was practiced 14 sessions in total from September 2nd to December 16th, 2010, and its results in summary are as follows; The sociality in horticultural therapy was higher by .53 point in 2.76 after practice than in 2.23 before practice, and its value of the ability to cope with stress was higher by 0.52 point in 2.82 after coping with stress than in 2.30 before that. That was meaningful (t=-1.4398, p<.05). The value of anxiety was lower by .15 in 1.45 post-anxiety than in 1.60 pre-anxiety, and that was meaningful (t=-2.3842, p<.05). The value of self-esteem is higher by .42 in 2.92 post-self-esteem than in 2.50 pre-self-esteem, and that was strategically meaningful (t=-1.1871, p<.05). The value of emotional assessment was higher by 2.05 in 5.25 post-emotional assessment than in 3.20 pre-emotional assessment, and that was strategically meaningful (t=-2.4599, p<.05). Based on these results, this study suggests that this horticultural therapy program should apply to the issues of children in social welfare field as one of various approaches.

• Journal of the Korean Society of Child Welfare
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• no.55
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• pp.113-141
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• 2016

The purpose of this study was to examine the mediating roles of children interpersonal relations and mental health in the relationship between parent-child relationships and school life happiness, and the differences between single-parent and two-parent families, using structural equation modeling. Data were obtained from the 2013(second-wave) year of the Korean Educational Longitudinal Study. This study selected 6,643 elementary school 6th-grade students(756 from single-parent families and 5,887 from two-parent families). Data were examined with structural equation modeling and multi-group analysis using AMOS 18.0, and mediating effects were tested using the Sobel test. The results were as follows; First, the single-parent children reported lower levels of interpersonal relations, mental health, and school life happiness than the two-parent children. Second, interpersonal relations and mental health did play a mediating role in the relationship between parent-child relationships and school life happiness. Third, as a result of examining for total effect, the variable that most influenced school life happiness of children was interpersonal relations. Fourth, multi-group analysis did not show a statistically significant difference between single- and two-parent children in structural equation modeling.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.218-228
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• 2019

This study was conducted to review and analyze the academic-related satisfaction intervention programs for Korean nursing students and to provide evidence-based data. The data included in the meta-analysis were 25 studies published from 2001 to July 2018, and the design of the study consisted of 1 randomized controlled trial and 24 non-randomized controlled trials. The study subjects were nursing students from 1st to 4th grade, and the intervention program was conducted in theoretical and practical classes. The sample size was 1182 (mean: 47.3) in the experimental group and 1137 in the control group (mean: 45.5). The intervention program consisted of 1~16 weeks/1~16 sessions/7~240 minutes per session. Dependent variables were as follows: major satisfaction, learning satisfaction, satisfaction with the classroom practice, and satisfaction with the clinical practice. Satisfaction with the classroom practice (Hedges' g=0.876[95% CI: 0.405, 1.346]), satisfaction with the clinical practice (Hedges' g=0.515[95% CI: 0.312, 0.718]), and overall academic-related satisfaction (Hedges' g=0.630[95% CI: 0.371, 0.889]) were statistically significant and above intermediate levels in the meta-analysis. The study results are significant in that the objective results were confirmed by integrating the previous studies dealing with the academic-related satisfaction intervention program of nursing students.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.89-97
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• 2019

The purpose of this study was to understand educational changes and effects of cognitive behavioral art therapy using the smart device. The participant of the study was a 4th grade of male elementary school student who had aggressiveness and impulsiveness with emotional instability. The study was conducted one to two times a week for six months with a total of 30 educational sessions. Among 80 minutes per session, 60 minutes of art therapy and 20 minutes of cognitive behavioral therapy were applied, and during the sessions, cognitive action art therapy (drawing and shaping activities), cognitive restructuring, behavioral modification, systemic dullness, social skills training, empathy and landscaping training were applied. For the numeral assessment, Traffic Anxiety Inventory for Children (TAIC), Beck Anxiety Inventory (BAI) and emotional instability measures were used. Research showed that cognitive behavioral art therapy using smart devices had the effect of positive emotional change in children with emotional anxiety, and based on this, future development directions including systematic instructional design, scientific analysis and feedback technologies were discussed.

• Journal of the Korean School Mathematics Society
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• v.24 no.3
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• pp.283-308
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• 2021

This study aims to analyze statistical tasks in Korean and Singaporean textbooks with the mathematical modeling perspective and compare the learning contents and experiences of students from both countries. I analyzed mathematical modeling tasks in the textbooks based on five aspects: (1) the mathematical modeling process, (2) the data type, (3) the expression type, (4) the context, and (5) the mathematical activity. The results of this study show that Korean and Singaporean textbooks provide the highest percentage of the "working-with-mathematics" task, the highest percentage of the "matching task," and the highest percentage of the "picture" task. The real-world context and mathematical activities used in Korean and Singaporean textbooks differed in percentage. This study provides implications for the development of textbook tasks to support future mathematical modeling activities. This includes providing a balanced experience in mathematical modeling processes and presenting tasks in various forms of expression to raise students' cognitive level and expand the opportunity to experience meaningful mathematizing. In addition, it is necessary to present a contextually realistic task for students' interest in mathematical modeling activities or motivation for learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.169-178
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• 2021

This study is a qualitative study to explore the experiences of nursing students' psychological nursing practice in-school. The subjects of this study were 62 students who were the 3rd grade nursing students at a University in Gangwon-do. The data were collected from August 3rd to August 20th, 2020. For data analysis, Colaizzi's qualitative analysis method was applied. Six categories were derived from data analysis: 1) Lingering affection for clinical practice in field. 2) Achievement through learning 3) Fear of nurse's role in future 4) Burden for many tasks 5) Feeling free of stress from clinical practice in field 6) Importance of cooperation with other departments. The positive aspects of in-school practice education, which from nursing students' evaluation, were immediate feedback, detailed explanations, and indirect experiences. Based on this study result, it is recommended to develop in-school nursing practice education program for gap-reducing with clinical practice. It would be consisted of various contents: simulation, online/non-face-to-face practice, face-to-face practice for indirect experience. In addition, these multi-aspect effort is needed more in psychological nursing practice education to reduce the gap with clinical practice such as therapeutic communication and hallucination interventions.