• Journal of Korean Physical Therapy Science
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• v.28 no.1
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• pp.62-75
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• 2021

Background: The world has entered the age of biotechnology and artificial intelligence, and encouraging students to test the value of information and knowledge ie to become information fluent, is becoming more important. The education system is also changing in order to adapt to the times. As a part of this, the cultivation of creative talent is a core goal of many nation states, and Israel's Jewish education methods are attracting attention; havruta (or chavrusa) is one such method. This study aims to effects of havruta class on learning attitudes and class satisfaction in a class of college physical therapy students. Design: Pretest-posttest design. Methods: The subjects were 95 students in College A. The learning attitudes questionnaire were used by the Korea Educational Development Institute, and the class satisfaction questionnaire before and after intervention. Results: The results showed significant differences in learning habits about physical therapy of learning attitudes (p<.05) and class methods and contents attention and understanding (p<.05), class interest of class satisfaction (p<.05). Conclusion: These results suggest that havruta class improves learning attitudes and class satisfaction. Therefore, follow-up study is needed to apply the havruta class in various students and teaching methods.

• Journal of the Korean Society of Safety
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• v.38 no.5
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• pp.15-26
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• 2023

The relationship between the knowledge, attitude, and practice of the person in charge of designating a Class III facility was analyzed to improve its practice. As a field of knowledge, system knowledge and technical knowledge were considered, and attitudes were divided into cognitive, affective, and behavioral attitudes. A knowledge, attitude, and practice (KAP) survey was conducted, and the relationship among them was analyzed through correlation and regression analyses. The factors affecting the level of practice in designating the Class III facility were technical knowledge in the field of knowledge and cognitive and behavioral attitudes in the field of attitudes. Cognitive and behavioral attitudes were the two factors that most influenced the practice of designating a Class III facility. It is thought that the higher the level of cognitive and behavioral attitudes, the greater the ability to practice designating the Class III facility. The general characteristics of respondents influencing cognitive and behavioral attitudes were analyzed by safety inspection.

• 한국사회정책
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• v.20 no.2
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• pp.35-68
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• 2013

Class has been the factor that affects welfare attitudes in western societies. But the results of the studies on affects of class in Korea are not consistent. This Study focuses on the relations between three class variables-income, status in employment, occupation-and the Korean attitudes on welfare policy and examines the regulating effects of education on that. Attitudes on welfare policy consist of 'reinforcement of established welfare programs', 'expansion into new welfare area' and 'universalism in welfare policy.' The result shows that all three class variables, education and age do not affect the attitudes to 'reinforcement of established welfare programs.' Age and class variables affects the attitudes to 'expansion into new welfare area' statistically, but education does not. Education explains largest parts of the attitudes to 'universalism in welfare policy.'

• The Journal of Korea Assosiation for Disability and Oral Health
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• v.10 no.1
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• pp.1-8
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• 2014

Patients with disabilities are a significant segment of Korea population. However, they encounter more challenges when seeking dental care. So, dentists and students who are future dental providers should have a responsibility to provide oral care services for them. In this study, we hypothesize that the education of special care dentistry may influence positive attitudes of the disabled. The attitudes are influenced by demographic variables such as gender, religion, experience of volunteer activities and marital status. Therefore, the objective of this study was to explore the change of attitudes of students towards people with disabilities between before and after class of special care dentistry. 72 students enrolled at the Kyung Hee University were surveyed. All participants attended class of Special Care dentistry in the third grade. The survey was conducted two times, just before class and after class. The attitudes of students were assessed using the well-documented ATDP (Attitude Toward Disabled Person)-O(Original) scale and MAS (Multidimensional Attitudes Scales Toward Persons with Disabilities) scale through the methodology of questionnaires. The results indicated that gender, experience of volunteer activities and marital status did not affect their ATDP and MAS score. In religious affiliation, only, there were statistically significant difference in student attitudes between before and after class of Special care dentistry. It means that habitual religious activity may offer stronger effects on student's attitude than short-term education. Therefore, long-term and specific educational experiences are needed to promote positive attitudes for people with disability.

• Korean Journal of Human Ecology
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• v.16 no.6
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• pp.1119-1130
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• 2007

The purposes of this current study were to develop a pre-parent education class for university students and to examine the difference in their beliefs after the program. The subjects of this study were 86 students who were selected from one university in Kyunggido, South Korea. Students had pre-test and post-test to measure the changes caused by the program. Two instruments were used: Beliefs of Appropriate Education and Child Rearing Attitudes. The results of this study were as following: In the post-test, students showed higher scores on affectionate child rearing attitudes. More specifically, students endorsed expression of affection toward a child, positive mother-child relationship, emotional involvement, giving a child equal right after having pre-parent education class. In terms of beliefs on appropriate education, in the post-test students became put more value on process, child, play, experience- oriented learning compared to their pre-test scores. In sum, this pre-parent education class is an effective one, which improve future parents' beliefs and attitudes on appropriate education and child rearing practices.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.166-179
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• 2007

The purpose of this study is to find a concrete plan by examining effect of environmental education program on Environment-friendly Attitudes in sixth grade elementary school and to testify the educational values of environmental education program. The study was carried out by 32 students, which was experimental group and by 32 students, control group, in the sixth grade of Y elementary school located in yangjung, Busan city. Both group was found out the same quality group through the pre-test. Environmental class using environmental education program was applied to experimental group and traditional lecture class was applied to control group. After executing post-test to each group, comparative analysis was conducted by t-test using a SPSS 12.0 program. The result of post-test showed that experimental group taken environmental class using environmental education program was more statistically meaningful than control group taken traditional lecture class in the cognitive, emotional, behavioral area. As a result, in sixth grade elementary school environmental class using a environmental education program was more effective in knowledge-acquirement about the overall environ mental programs, and in fostering Environment-friendly Attitudes and behaviors than traditional lecture class. The teacher must develop efficient environment education program in such side.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.88-96
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• 2016

The purpose of this study is to examine the effects of Jigsaw small inquiry method on science academic achievement and scientific attitudes. For this study, two classes of six graders were divided into a research group and a comparative group. The classes were pre-tested in order to ensure the same standard. The research group had the science class with Jigsaw small inquiry method, and the comparative group had the class with a teacher centered lectures for 12 classes for 12 weeks. The Jigsaw small inquiry method was focused on the introduction stage, the whole group activities, professional group activities, restart the whole group activities, supplementary structured study guide, results announced, and excellent group rewards. To prove the effects of this study, science learning motivation was split up based on the attention power, relation, confidence, and sense of satisfaction. The results of this study are as follows. First, Jigsaw small inquiry method is effective in science academic achievement. Second, Jigsaw small inquiry method is effective in scientific attitudes. Also, Jigsaw small inquiry method was approved by students. Consequently, Jigsaw small inquiry method had the great effects on developing science academic achievement for the elementary science class. That means the science class with Jigsaw small inquiry method has potential to develop science academic achievement and scientific attitudes.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.579-591
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• 2018

The purpose of this study was to examine how physical education class attitudes and playfulness influence school happiness among Korean elementary schoolers. The data was collected from 300 students in five elementary schools in I city. After the exclusion of 22 incomplete questionnaires, a total of 278 questionnaires were used for data analysis. For the data analysis, descriptive analysis, exploratory factor analysis, correlation analysis, and multiple regression analysis were employed. The correlation analysis revealed that every subset of variables of the study was positively inter-correlated. Multiple regression analysis showed that mental fluidity playfulness positively influenced every subset of school happiness variables. Physical animation playfulness positively influenced self-respect school happiness, optimism school happiness, and overall school happiness. Mental spontaneity positively influenced teacher relationship school happiness and overall school happiness. Physical education class attitudes positively influenced every subset of school happiness variables, and based on standardized regression coefficients, physical education class attitudes influenced school happiness variables more so than did playfulness. The findings indicate that physical education class attitudes and playfulness are important contributors for improving Korean elementary students' school happiness, and it is necessary to cultivate physical education class attitudes and playfulness in Korean elementary schoolers.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.377-388
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• 1999

In this study, a learning-teaching model enhancing the students to ask questions was developed and the influence of its application to the lesson of 'Chemical Change and Elements' of the 8th grade was investigated. This learning-teaching model was constructed initially by completing the work-sheet to activate student's question-asking, then by writing down their questions or uncertainties in the class, and finally with the feedback of student's question to the individual and to the class. Treatment and control groups (2 classes each) were selected from a girls' middle school in Seoul. and taught for 12 class hours during 4 weeks for this study. Before instruction, the test of attitudes toward science lessons and the test of adoption of scientific attitudes were administered, and the science scores of the previous course were obtained for the covariate. After instruction, the conception test. the achievement test, the test of attitudes toward science lessons, and the test of adoption of scientific attitudes were administered. The TOSRA (Test of Science-Related Attitudes) was used both for the test of attitudes toward science lessons and for the test of adoption of scientific attitudes. The study revealed that the treatment group showed significant differences from the control group in the scores of the conception test (p<.01) and of the achievement test (p<.05). But in attitudes toward science lessons and adoption of scientific attitudes. there were not significant differences between the two groups, even though the scores of the treatment group were a little higher than those of the control group. Educational implications of the effect of science teaching on the questioning activity of students are also discussed.

• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.155-162
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• 2021

The purpose of this study were to analyze effects of VR-based intervention on daily living skills and class attitudes of students with intellectual disabilities. To do this, 30 students with intellectual disabilities in the second and third grades of middle school were selected for this study and placed three group. A group took part in a class using only VR program, B group participated in experience activities program, and C group got in the intervention program that combine VR program and experience activities on daily living skills. Intervention programs were conducted 4 times in a week for 4 weeks from the fourth week of July to the third week of August and a class time of each class was 50 minutes. Evaluations were carried out in pre- and post-test. The Evaluation data were analyzed by One-way ANOVA and scheffe'. In Result of study, daily living skills of C group was improved more higher than other groups and class attitudes of C group was improved more higher than group B. These results showed that the intervention combining VR program and direct experience activities was more effective than the other methods.