• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.624-638
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• 2018

The purpose of this study was to determine the perception of good death, knowledge and perception hospice palliative care among the nursing graduates. The subjects of this study were 241 nursing students in 4th grade in 8 universities nationwide. The results showed that the perception of good death was positively correlated with perception of hospice palliative care and knowledge of hospice palliative care with perception of hospice palliative care. The perception of good death was 3.28 points. Knowledge of hospice palliative care was 9.24 points. Perception of hospice palliative care was 4.07 points. Based on the results of this study, it is necessary to improve the curriculum to improve knowledge and perception of good death and hospice palliative care, and to develop various teaching methods and programs such as role play, simulation, and discussion.

• Korean Journal of Community Nutrition
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• v.13 no.4
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• pp.499-509
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• 2008

This study investigated the experience and practice of elementary school students on nutrition education. The data were collected from 217 male and female students attending 5-6th grade elementary schools in Seoul and Kyunggi-Do from March to June 2007, interviewing face to face by a nutrition teacher and 3 interns of a nutrition teacher. The results were as follows: 86.5% of the subjects learned about 'Table etiquette', 'Reasons for eating fruits and vegetables'(78.7%), 'Food waste and environment'(72.3%), 'Healthy snacks'(55.7%), 'Food sanitation'(52.3%), 'Food culture of foreign countries'(48.1%). Nutrition education experience was significantly different by gender. A total of 43.5% boys responded that they never learned about 'basic food preperation'(p<0.01). They had learned 'Nutrients for body' and 'Food waste and environment' in school, 'Healthy weight loss', 'Food culture of foreign countries', 'Food circulation' on television, Most content('Table etiquette', 'Simple cooking', 'Food sanitation', 'Eating behaviors for health', 'Reasons for eating fruits and vegetables', 'Healthy snacks') was learned from parents. The practice after nutrition education was higher in 'Table etiquette'(2.14), 'Eating fruits and vegetables'(2.07) than others compared with education experience. The most reason of non-practice on nutrition information was 'Troublesome'. In 'Nutrients for body', a boy answered 'Difficult for practice' 20.0%, a girl answered 'Difficult to understand' 32.6%, showing a significant difference between the gender groups(p<0.001). They remembered the 'Nutrients for body'(49.6%), 'Food sanitation'(44.5%) because of 'important content', 'Basic food preparation'(40.6%), 'Food culture of foreign countries'(36.3%) because of 'interesting content', 'Healthy weight loss'(52.0%), 'Eating behavior for health'(44.5%) and 'Healthy snacks'(33.7%) because of 'need for my health'.

• Journal of Preventive Medicine and Public Health
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• v.39 no.5
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• pp.371-378
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• 2006

Objectives: This study was conducted to investigate the prevalence of childhood obesity, the association between the undesirable lifestyles and socioeconomic factors, the association between childhood obesity and various risk factors, including socioeconomic factors, and the agreement between the body mass index (BMI) classification and the body fat percentage. Methods: The study subjects were all the 5th grade students from all the elementary schools in Gunpo City, Kyunggi Province, South Korea (4043 children at 22 schools). The subjects were measured for their height, weight and percent body fat etc. and they were also surveyed by questionnaire from March 18th to April 25th, 2005. To determine whether the children were within normal limits or not, standardized BMIs for each age group were used. The data was analyzed by logistic regression analysis using SAS 9.0 version. Results: The prevalence of childhood obesity prevalence was 25.1 %. Boys had a higher prevalence of obesity (27.5%) than did the girls (22.5%). Children had tendencies of having undesirable lifestyles and getting obese if they had a lower socioeconomic status. The risk factors for childhood obesity were low paternal education (OR: 1.17, 95% CI : 0.97-1.42) and non-parental caregivers (OR: 1.34, 95% CI : 0.98-1.82). Other risk factors for childhood obesity were a high birth-weight, longer TV/computer-using time, a lower fruit-eating frequency, short sleeping hours and parental obesity. The agreement rate between the BMI classification and the body fat percentage was 93.1 %. Conclusions: This study showed the children had a higher prevalence of obesity: further, not only individual lifestyles, but also socioeconomic factors could influence childhood obesity. Childhood obesity was especially more problematic for children with a low socioeconomic status.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.519-531
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• 2004

The purpose of this study was to ascertain high school student ideas on the motion of the Earth and moon by cognitive level. For this study, five students determined to be of high, middle and low cognitive level selected from 73 10th-grade students at a high school located in Suwon, Gyeonggido. The results of this study were as follows: first, students at the high cognitive level had comparatively more logical and scientific conception on the revolution and rotation of the Earth and moon. second, students at the middle cognitive level, generally had a passive learning attitude to unconditionally memorize learned contents, so they were apt to forget learned contents, also their recognized conception was not enlarged. In addition, they had native theories, intuitive ideas and misconceptions as well as made logical errors in the course of explanation for the motion of the Earth and moon. In the course of explanation for the phases of the moon and the cause of change of season, because of their scientific conception, the students made more and more errors in conception. finally students at the low cognitive level were not willing to think logically and positively and were very passive in the attitude to recognize conception. In addition, they have learned helplessness on the grounds that they have low scholastic achievement specially in science.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.384-395
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• 2000

Recently performance assessments have been recommended as an alternative to traditional assessment methods such as multiple-choice written test. Performance assessment is suggested to facilitate students' creativity, participation and learning motivations in science classes. In this study, performance assessment materials were developed for a biology unit of middle school science 1, 'Plants Around Us', and then the assessment materials were applied to assess students' understandings and attitudes related to each topic of the unit. A total of 186 7th grade students at a southern large city participated in this study. From the study, the following were obtained: 1. Various type of the performance assessment materials, such as observation report, peer evaluation, interview have been developed for the unit 'Plants around us.' 2. Students' understandings on the topics appeared to be sound, and the students' interest and cooperative problem-solving abilities have been cultivated through the small group activities. The science classes became more student-centered. 3. Teacher's burden has increased due to the practices of performance assessment, but it could be handled by teacher's commitment and management skills. 4. The students' responses to performance assessments were positive, in general.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.1008-1017
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• 2004

In physics education, language is an fundamental learning tool as in other subjects. In writing activity, students can get fair opportunities to express their own ideas during the class. Even though there are various styles of writing, students are usually supposed to make a report in their science classes. But there have been few studies in science education on the tasks and features of student's science writing. In this research, different styles of writing tasks were designed for science classes, and students' writing was analysed in terms of conceptual and emotional aspects. Also the usefulness of each task type was discussed relating to school physics education. Four types of writing, i.e. , , , and writing were developed, and 'The reflection of light' was selected as the theme and given to students. Four types of writing were analysed in this paper. In each type of writing, students showed different features in their conception. They also showed emotional expressions in imaginative writing types, that is, and types. Based on these results, it is recommended that in physics teaching various types of writing need to be designed, developed and applied according to the aim of a particular lesson.

• Journal of The Korean Society of Integrative Medicine
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• v.10 no.1
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• pp.157-168
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• 2022

Purpose : The purpose of this study is to determine the effect of the overseas volunteer activities of university students on changes in global citizenship. Methods : This study was conducted as a one-group pre-posttest design. The study's subjects were students who participated in the 37th World Friends Korea Youth Volunteer Corps in 2018. Among them, 158 students who completed the survey were included in the analysis. The tool for measuring global citizenship was comprised of knowledge, skill, attitude, and willingness to practice. The data were analyzed using the SPSS 26.0 program, and the statistical significance was set to p<.05. Results : Among the study's participants, there were 123 females (77.85 %). By grade, there were the most juniors, with 68 (43.04 %). There were 53 (33.55 %) seniors, 28 (18.35 %) sophomores, and eight freshmen (5.06 %). Among all participants, 52.53 % had experience in global citizenship education, and 63.92 % had experience in activities related to global citizenship. Because of analyzing the changes in global citizenship before and after overseas volunteer activities, "skill" increased the most, from 3.51±.65 points to 4.34±.56 points (p< .001). Due to analyzing changes in global citizenship before and after overseas volunteerism, the knowledge and attitude of freshmen were statistically significantly positive, with 1.17± 1.23 (p=.011) and 1.41±1.22 (p=.008), respectively. Participants with global citizenship experience had a significant change in attitude (p=.018). Conclusion : It was confirmed that the overseas volunteer activities of undergraduate students in the university brought a positive change to global citizenship. Providing opportunities for global citizenship education and activities in elementary, middle, and high schools in the future will maximize the effects of overseas volunteer activities to improve global citizenship.

• Journal of Science Education
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• v.34 no.1
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• pp.58-71
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• 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 Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.410-417
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• 2018

The purpose of this study was to investigate the perception of elder abuse, subjective norms, and perceived behavioral control and to examine what factors influence attitudes toward elder abuse. The subjects were 404 nursing students at D and S universities in G province. The data were collected from November 20th, 2017 to January 26th, 2017. The collected data were analyzed using descriptive statistics, independent t-test, ANOVA, Pearson's correlation coefficient, and stepwise regression using the SPSS / WIN 22.0. The results show that perception of elder abuse had a score of 3.60, subjective norms had a score of 2.69, and perceived behavior control and attitude had scores of 2.62 and 2.97. Perception of elder abuse, subjective norms, and behavioral control and attitudes showed significant positive correlations and showed significant differences according to elderly nursing education. Factors influencing attitudes toward elder abuse were perception of elder abuse, subjective norms, and perceptions of behavioral control and grade. The results of this study indicate that it is important to increase awareness, subjective norms, and behavioral control for the intervention of elder abuse. We suggest that nursing education of the elderly is important for the intervention of elder abuse.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.221-235
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• 2021

The purpose of this study is to investigate the learning effects according to the level of Science State Curiosity (SSC) and Science State Anxiety (SSA) in science learning situation for 5th~6th grade elementary school students. To achieve this purpose, we measured and analyzed SSC and SSA in each learning situation by dividing science learning into three situations: Confronting scientific task (I), Checking the results (II), and Learning science concepts (III). In order to identify the net effects of SSC and SSA on learning effects, science curiosity, need for cognition, science self-concept, science anxiety, and interest, which were expected to affect the learning effects, were controlled. SSC and SSA in the situation of confronting scientific tasks were defined as 'SSCI' and 'SSAI,' SSC and SSA in the situation of checking the results were defined as 'SSCII' and 'SSAII,' and SSC and SSA in the situation of learning science concepts were defined as 'SSCIII' and 'SSAIII.' In addition, the learning effects were divided into post-learning effect and delayed post-learning effect, and the degree of improvements in the post- or delayed post-test scores compared to the pre-test score were calculated and analyzed. As a result of the analysis, SSCI·SSCII had a positive effect on the post- and the delayed post-learning effect, but SSAIII had a negative effect on the post- and delayed post-learning effect, SSAI·SSAII had a negative effect on the post-learning effect. SSC had a greater effect on learning effects than SSA, and SSCII had the most influence on the post-learning effect and SSCI had the most influence on the delayed post-learning effect. As SSCIII increased, there was a tendency to do additional voluntary learning. The results of this study are expected to broaden the understanding of students' emotional states in science learning and provide a theoretical foundation for studies of state curiosity and state anxiety.