• Korean Journal of Health Education and Promotion
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• v.24 no.3
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• pp.21-34
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• 2007

Objectives: This study aims to examined whether physical activity prevent the negative effect of psychological stress on cardiovascular reactivity by reducing stress induced sympathetic output and preventing norepinephrine depletion negative psych-affective responses. It is assumed that physical activity reduces the magnitude of cardiovascular responses and psychological responses to stress which threaten individuals' physical and mental health. The result of investigating the effect of physical activity on reducing negative physiological and psychological responses would suggest useful information health for practitioners who want to prevent stress-induced diseases, especially coronary heart disease. Methods: participants of this study were 30 students (10 males & 20 females), whose mean age was 21.30 (SD=2.29). Fifteen students (5 males & 10 females) were assigned for in each group, treatment and control groups. They were interviewed and given a survey that included a consent form, demographics sheet and psychological tests, such as State-Trait Anger Expression Inventory and State-Trait Anxiety Inventory. Before the application of psychological stress, participants in treatment group were going through with a course of physical exercise, running on treadmill 15minutes, while participants in control group were not physically active. After exercise, there was 15 minutes resting period before applying cognitive stress. During the experiment, all participants performed challenging cognitive tasks for 20minutes in situations that were designed to experience learned helplessness and measured their cardiovascular reactivity including blood pressure and heart rate every 5 minutes, until 10 minutes after finishing the application of psychological stress(recovering state). In the end of experiment, they were given some psychological test again. Results: Heart rates of exercise group were significantly higher than non-exercise group, especially, five minute after applying cognitive stress and at the end of recovery, in other word 10 minutes after stressful event. Systolic blood pressures of exercise group were lower than those of non-exercise group during the stressful event, but this differences in borderline level of significance. state anger level of exercise group decreased even experiencing stress, while those of non-exercise group increase. And state anxiety level of exercise group decreased in borderline level of significance. Conclusion: This study reiterate health benefits of physical activity and suggest that regular moderate exercise may regulate cardiovascular reactivity and psycho-affective responses from stress by reducing stress induced sympathetic output.

• Korean Journal of Cognitive Science
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• v.21 no.2
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• pp.387-408
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• 2010

This study examined the effects of emotional content on the encoding process of emotional stimuli and the effects of emotional context on those of neutral stimuli. It was examined whether the superior memory of emotional stimuli is due to attentional resource allocation. This study were performed an emotional picture and a neutral word were presented in succession at every trials. The results of recognition judgement showed superior memory of emotional pictures than neutral pictures, but showed poorer memory of neutral words in emotional context than those in neutral context. LPC(Late Positive Complex) of ERP results showed the similar pattern: higher amplitude by emotional pictures than neutral pictures, and lower amplitude by neutral words in emotional context than those in neutral context. This result is considered to support attention allocation hypothesis.

• Korean Journal of Cognitive Science
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• v.18 no.3
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• pp.305-324
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• 2007

We surveyed the emotional images of three kinds of scientific technologies in people's mind and the perception of technologies in terms of their risks and benefits. The contents of the image and their image values were used to estimate the affects on each technology. As an affect heuristic hypothesis predicted, people perceived the technology more beneficial or riskier depending on their overall affect. In other words, those who have positive affect on the technology Perceived less risky and more beneficial than those who have negative affect. On the other hand, those who have negative affect on the technology perceived riskier and less beneficial than those who have positive affect. We also found negative relationship between the perceived risk and perceived benefit of each technology. The implications of our findings that suggest affective heuristic were discussed in terms of the measurements of affect and the necessity of communication of scientific technologies with the public.

• Journal of The Geomorphological Association of Korea
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• v.28 no.1
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• pp.101-114
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• 2021

Junior Ranger is a self-directed interpretation program for young visitors at national parks in the United States. The success of this program can be largely attributed to the role of an activity book which is given an applicant free of charge at a visitor center. This study aims to analyze the main characteristics of activity books for 14 national parks' Junior Ranger and to draw some implications for Korean geomorphological education. Although the activity books are varied in size, volume and printing, all of them offer diverse activities which are composed of different contents related to park resources in four fields and are performed in different ways such as Q&A, picture and word game, and creative activity. The time-consuming activities including attendance at a ranger-led program prevent the participant from making a superficial visit to be a junior ranger. The implications of the study are as follows: Firstly, the geomorphological education for children is needed to be strongly based on field experience learning and to be more carried out using a way of game rather than conventional Q&A, suggesting that it encourages students not to lose their interest for learning. Secondly, it is also necessary for the learning contents to be focused on various resources related to landform as well as landform itself. In addition, a creative activity such as writing verse or drawing feeling should be more applied to the geomorphological education in order to enhance their effects on affective domain beyond cognitive one. It is likely to be an alternative approach to understand landform by internalizing a sense of landform.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.442-458
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• 2004

This study was conducted to develop a plan for a large-scale implementation of the Girl Friendly Science Program based on the results of analysis and investigation of its current pilot implementation, Girl Friendly Science Program materials, which was first developed in 1999 with the support from Ministry of Gender Equality, consist of 1) five theme-based units that are specifically targeted individual students' unique ability, aptitude, and career choice, and 2) differentiated learning materials for 7th through 10th grade female students. All the materials are available at the homepage (http://tes.or.kr/gfsp.cgi) of 'Teachers for Exciting Science(the organization of science teachers in Seoul area)'. Since the materials are well organized by topic and grade level and presented in both Korean word process document and html format, anyone can easily access to the materials for their own instructional use. Ever since its launch the number of visitors to the homepage has been constantly increasing. The evaluation results of the current pilot implementation of the materials that targeted individual students' ability and aptitude showed that it scored high in terms of its alignment to the original purpose, content, level, and effectiveness to implement in classrooms. However, its evaluation scores were low in terms of the convenience for teachers to guide the materials, and its organization and operation. The results also showed a significant change in students' perception of science, and students' positive experiences of science through various interdisciplinary activities. On the other hand, the evaluation of students' experiences with the materials showed that students' assessment about an activity was largely depending on a success or failure of their experiences. Overall, students' evaluation of activities scores were low for simple activities such as cutting off or pasting papers. According to students' achievement test results, differences between pre and post test scores in the Affective Domain was statistically significant (p<0.05), but not in Inquiry Domain. Based on teachers observations, numerous schools where have run this program reported that students' abilities to cooperate, discuss, observe and reason with evidences were improved. In order to implement this program in a larger scale, it is critical to have a strong support of teachers and induce them to change their teaching strategy through building a community of teachers and developing ongoing teacher professional development programs. Finally, there still remain strong needs to develop more programs, and actively discover and train more domestic woman scientists and engineers and collaborate with them to develop more educational materials for girls in all ages.