• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.113-129
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• 2005

The purposes of this study are: (1) to develop a family life education program and teaching-learning materials for building family strength, (2) to apply its program & teaching-learning materials to classrooms on the area of 'human development and family relationship' in Home Economics Education in senior high schools, (3) to provide self-directed teaching-learning materials for senior high schools' teachers and 11th-12th grade students. This study was performed according to the following procedure : (1) The area of family life education in the 7th Home Economics Education Curriculum was analyzed. (2) The students' abilities needed to acquire skills for family life were analyzed. (3) A framework for life-span family life education developed by NCFR and Adult Roles and Responsibilities Resource Guide in Utah, U.S. were reviewed and analyzed. Five units of the family life education such as 1)acquiring abilities for self management. 2)acquiring abilities for communicating, ?building family strength, acquiring abilities for crisis management, ?preparing the wise parent's roles was reconstructed. (4) In order to improve the effect of the family life education, the teaching-learning materials including lesson plans, work sheets, materials for teacher. hand outs, ppt materials. cartoons, pictures etc. were developed. (5) The developed teaching-learning materials were applied in the senior high school's classes and were revised. Additionally. a CD-rom title was made.

• Journal of Korean Home Economics Education Association
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• v.15 no.3
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• pp.75-88
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• 2003

The purpose of this study was to grasp the instruction type and the school hours allocations for the$\ulcorner$Technology and Home Economics$\lrcorner$united on the Korean education course revised seventhly and to offer the basic materials for the efficient curriculum implementation type through proving that how are the degree of studying load of students, interest, necessity, and satisfaction and whether those are affected or not. The subject of this survey were 297 students at first grade in boys high school, girls high school, and coeducational school located in the Chungnam-Province, Taejeon Megalopolis City. The period of this survey was from 30th Sep. 2002 to 5th Oct. 2002. The results were as follows; 1. In the implementation type of the curriculum. whole charge teaching was twice times as much as alloted teaching. 2. About half of the students(54.2%) recognized that the burden of study was less than before. More two third of students(72.4%) were satisfied with implementation of subject. The coeducational school and girls high school students were being more satisfied than the boys high school students, and students educated by alloted teaching were more satisfied. 3. The field of Home Economics was higher than the field of Technology in the degree of interest and necessity for$\ulcorner$Technology and Home Economics$\lrcorner$curriculum contents. 70.8% of the respondents was satisfied for the content materials. The coeducational school and the girls high school students were more satisfied with the course content than boys high school students.

• Journal of Digital Convergence
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• v.17 no.6
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• pp.297-305
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• 2019

The purpose of this study was to examine resilience and empathy on the relation between humanity and friendship of the early adolescents using structural equation modeling. The subjects were total 332 students of the 5th and 6th grade in elementary school and 1st and 2nd grade in junior school. The data were collected by means of the self-report questionnaire. The results of this study were as follows: Firstly, the direct effect of humanity on resilience, empathy, and friendship was found. Resilience also influence friendship directly, but empathy did not affect friendship. Secondly, humanity had influence on friendship partially mediated by resilience, but not mediated by empathy. This result shows that resilience was better mediated between humanity and friendship than empathy. Additionally, sex differences were found on empathy, but the differences were not found on resilience. The results revealed that the adolescents who scored high on humanity were better at friendship and when the higher humanity score was, the higher level of resilience was found, and this had an indirect effect on friendship quality.

• Journal of the Korean earth science society
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• v.24 no.7
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• pp.625-634
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• 2003

This study was designed to analyze the differences in science achievement and satisfaction between the environments of Face-To-Face (FTF) and Computer Mediated Communication (CMC), and between the interactions of Teacher-Students (TS) and Students-Students (SS). The activities for the interaction in the FTF and the CMC were carried out in the environments of traditional classrooms and the on-line network of communication computer, respectively. These experiments for four different groups (CMC-TS, CMC-SS, FTF-TS and FTF-SS) were performed with respect to 103 students of three 10th grade classes at a girls' high school in Chungju city. The questionnaires were composed of 5questions for achievement, and 13 questions on Likert scale for satisfaction. The data was analyzed using ANOVA, and through examination of each question about the satisfaction. The mean of the science achievement in learning activity was significantly higher in the CMC environment than the FTF. Also, the score in the TS interaction was meaningfully higher than the SS. Under the common environment of the CMC, science achievement and satisfaction in the TS interaction were significantly higher than in the SS. A similar result has been obtained in the satisfaction case even in the common environment of the FTF. The itemized analysis for the satisfaction shows a high score in the individual condition of CMC and TS, compared to that of FTF and SS, respectively. Thus, the school activity, formed in the TS interaction in the CMC environment is more effective at improving science achievement and satisfaction in the teaching and learning of science.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.95-107
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• 2009

The purpose of this study was to investigate the effect of social skill training on the class cohesiveness of Elementary School students. The experimental group received 12 times of the social skills training for 6 week period. And each training session which lasted for 40 minutes took place twice a week. A total of 59 5th grade students in randomly selected two classes of D Elementary School in N. Gyongsang participated in this study. They were divided into the two groups, again at random; an experimental group(N=30, Male=18, Female=12) and a control group(N=29, Male=15, Female=14). In this study, the class cohesiveness performance test reorganized into 20 items for the level of elementary students by Shin-suk Gang, was applied, after complemented. And, the collected data were analysed through SPSS 14.0. T-test was applied to find out the difference of the average between the experimental group and the control group and the average difference in the pre-and post-test of the experimental group alone, and to see whether the control group and the experimental group are homogeneous. The research design of this study is pre-and post-test control group design. The result of this study is as follows: The result of Independent t-test and Paried t-test on the cohesiveness score and sub-factor scores tells us that the experimental group which received the social skills training showed better achievement that deserves our attention compared to the control group. This result suggests that student's class cohesiveness(class atmosphere, mutual trust, morale, a sense of unity, communication) is positively affected by the social skill training. Accordingly, social skill training which develops class cohesiveness can be an effective strategy for elementary school students to make them more intimate and cooperative with their classmates.

• Communications of Mathematical Education
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• v.25 no.3
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• pp.497-524
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• 2011

This study was to understand students' learning about the function of math combined with molecular motions of science using the block scheduling. It was based on the revised Class Structure Model of Lee et al.(2010) where MBL as a tool was used to increase students' participation and understanding in the integrated concepts. The researcher provided the 6th grade students who lived in Sung Nam-Si, Kyung Gi-Do with 8 unit lessons, consisting of 5 stages of CSM. As a result of the study, the integrated education of Mathematics and Science showed synergic effect in studying both subjects and brought a positive result in gradual mathematization. It may be hard to combine all the contents of mathematics and science together. However, learning the relation between volume and pressure, and between volume and temperature of gas used as an example of function shown in our daily life was appropriate through Fogarty's integrated education model because it supported the objective of both subjects. Also, it was a good idea to develop CSM because it was composed of the contents from both subjects held in the same period of a year. Through the five stages, students were able to establish and generalize the definitions and the concepts of function.

• Research in Community and Public Health Nursing
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• v.26 no.3
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• pp.199-208
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• 2015

Purpose: This study was conducted to analyze the association between health literacy and health behavior and the effect of health literacy on health behavior in late school-age children. Methods: Data were obtained from 333 participants who were $5^{th}$ and $6^{th}$-grade students sampled from 8 elementary schools in Busan. Rapid Estimate of Adolescent Literacy in Medicine (REALM-Teen) and Newest Vital Sign (NVS) was used for assessing linguistic and functional health literacy, and the health promotion behavior score was measured for health behavior. Results: The percentage of those with limited linguistic and functional health literacy was high (47.1%, 56.8%). Linguistic health literacy (r=.38, p<.001) and functional health literacy (r=.11, p=.048) had a correlation with health behavior. Health behavior was significantly associated with perceived health status (${\beta}=1.94$, p<.001), number of times of health education (${\beta}=0.18$, p<.001), academic achievement (p<.001), home literacy environment (${\beta}=0.13$, p=.016), perception of changes after health education (p=.011), and linguistic health literacy (${\beta}=0.23$, p<.001). Conclusion: The results of this study indicate that children with adequate health literacy are more likely to do health behaviors. Therefore, it is important to develop educational strategies to raise children's health literacy level and consequently to induce them to perform more health behaviors in daily life.

• Journal of the Korean Dietetic Association
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• v.11 no.3
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• pp.353-364
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• 2005

The informations concerning knowledge, value and consumption pattern for rice foods of elementary schoolchildren (630 boys and 550 girls in 5th or 6th grade) were investigated in Changwon and Gimhae of Gyeongnam province. They were asked based on knowledge, one’s value and intake frequence of rice foods by questionnaries. Menus for 3 days including 2 weekdays and 1 weekend day were taken from 136 students (77 boys and 59 girls) in two Elementary Schools in Changwon and Gimhae to know intake reality of rice product. The purpose of this survey was to find the way of encouraging rice intake and preference which now seemed to be low because of simplified, westernized eating habits, and to provide basic information needed for inheriting and improving our traditional cooked rice centered eating culture. The results are summarized as follows. The knowledge of rice was positively correlated to the one’s value (r=0.365, p<0.001) and the preference (r=0.132, p<0.001), the one’s value was positively correlated to preference (r=0.409, p<0.001). The score of knowledge for rice was 12.8 points out of 20, the girls get points(13.12) significantly higher than the boys (12.53) (p<0.01). One's value about rice foods was 37.35 points out of 50 what is relatively high. They have eaten cooked rice type food for 2.24 times per day. Both boys and girls in Changwon and Gimhae area were having cooked rice type food significantly more during weekdays compared to weekends (p<0.001) by 3 days food record. According the results, we can see the possibility that schoolchildren can be encouraged to eat more rice foods by nutritional education to go with the development of various programs.

• Korean Journal of Community Nutrition
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• v.14 no.1
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• pp.77-86
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• 2009

Effective parenting attitudes have been known to be associated with children's health practices including dietary intake and physical activity. The objective of this study is to compare children's body weights and eating habits by maternal parenting attitudes. Data were collected at school (N = 396; 4th and 5th grade students) using self-administered questionnaires on maternal parenting attitudes, eating habits and physical activity. Parenting attitudes were categorized as 1 of 4 parenting attitudes (overprotective, authoritarian, democratic, and neglectful) using affection and control median cut points. Children's body weights, frequency of breakfast, eating out and fastfood, and physical activity were compared by maternal parenting attitudes. Children's body weights were related with mother's employment status (p < 0.05) and parenting attitudes (p < 0.01). Children of unemployed mothers were more likely to be overweight. Children of neglectful mothers (p < 0.01) were more likely to be underweight, compared with children of mothers with other parenting attitudes. Since, unfortunately, the number of children of neglectful mothers was very limited in this study, we could hardly assess eating habits of children of neglectful mothers. Children of authoritarian mothers ate breakfast more regularly (p < 0.05), but ate snacks less regularly (p < 0.01). Children of democratic mothers ate fastfood less frequently (p < 0.01) and ate snacks more regularly (p < 0.01). Meanwhile, children of overprotective mothers ate breakfast less regularly (p < 0.05) and ate out less frequently (p < 0.01). However, maternal parenting attitudes were not related to children's physical activities. In conclusion, the maternal democratic parenting attitude was associated with healthy eating habits including regular snack time and less fastfood. On the other hand, the maternal neglectful parenting attitude was associated with high risk of children's underweight. Understanding the mechanism through which parenting attitude is related with underweight risk and healthy eating habits may lead to the development of better interventions.

• The Journal of the Korea Contents Association
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• v.19 no.5
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• pp.472-483
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• 2019

This study purposed to analyze how teacher experience of instructional change (EIC), teacher morale (TM), and school climate (SC) mediate or moderate the relationship between teacher efforts on instructional improvement (EII) and teacher efficacy (TE). For the purpose, the 6th year data of Gyeonggi Education Panel Study (GEPS) which was administered in 2017 for the 9th grade students and their teachers from 197 middle schools in Gyeonggi Province was used. As results, the mediation effects of EIC on the link between EII and TE was found only under the innovative climate. The moderation effects of TM on the connection between EIC and TE were appeared in both of the permissive and the innovative climate. Finally, the moderated mediation effects of the TM in the innovative climate were bigger rather than in the permissive climate.