• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.97-111
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• 2022

The purpose of this study is to systematically develop an impression management education program for career women by applying the Educational System Development Model [ESD] (Kwon, 1997) based on the research results of Hwang and Lee(2019) on social attractiveness. Since the previous impression management education programs were generally developed by content experts, few of them were developed systematically by considering the learner characteristics, clearly setting the educational goals, and structuring the contents accordingly. In this study, 'social attractiveness' defined by Hwang and Lee (2019) was considered as the educational goal of the impression management education program. In particular, this study focused on the design stage of the ESD model, set teaching goals based on the components of social attractiveness derived from previous studies, and conducted an analysis of teaching activities, the establishment of the educational goals at the specific function level, allocation of time, and establishment of an evaluation plan. The research process was intended to improve the learners' social image directly related to success through a systematic educational program designed to enhance the social attractiveness of working women with various hands-on activities and information. The impression management education program designed in this study has the educational advantage of a learner-centered education program configured to meet the needs and goals of career women. In addition, based on the ESD model, the sub-factors necessary for impression management were identified, and the curriculum was configured to reflect them through mutual communication between the instructor and learners. Therefore, this education program meets the basic requirements of impression management education necessary for career women and is expected to contribute to enhancing the social attractiveness of working women.

• Korean Journal of Childcare and Education
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• v.12 no.2
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• pp.143-165
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• 2016

The purpose of this study is to examine how the opportunities of close emotional support and communication provided by child-teacher dialogue journal writing activities are meaningful to the three subjects of early childhood education, children, teacher, and parents, and provide implications about how to utilize child-teacher dialogue journal writing activities in the field of education properly. According to the findings, first, to children, child-teacher dialogue journal writing activities are meaningful as asecret time between them and their teacher, time that their teacher pays keen attention to them, and time to enhance confidence. Second, to teachers, child-teacher dialogue journal writing activities are meaningful as aspecial time to be with children, time to understand children, and time to reflect on their educational process and figure out proper teaching or supporting methods. Third, to parents, child-teacher dialogue journal writing activities are meaningful in a way in which they can understand moreabout their children and is a meaningful time to plan and provide proper care upon their children's wishes or needs.

• Journal of Nutrition and Health
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• v.36 no.4
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• pp.405-417
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• 2003

This study was to investigate practical methods for activity-based nutrition education for elementary school students, which help them understand the knowledge of food and nutrition and apply it to their day-to-day lives practically. The concept and necessity for activity-based nutrition education Were investigated and practical nutrition education methods based on activities were developed by referring to literatures related to activity based loaming and nutrition education methods. Activity-based nutrition education is a set of methods by which better food and nutrition habits are introduced by means of various activities, such as nutritional plays and games, story composing, nutritional songs, nutritional diaries, role plays, discussion and cooking. Elementary nutrition education should be based on various activities that take into consideration the children's intellectual and physical development because these students are in a concrete operational stage and they are naturally active, curious, and inquisitive. Thus, various activities were developed for elementary nutrition education, and educational effect and~ teaching methods are suggested. Children can be highly motivated and naturally absorb knowledge and desirable attitudes with respect to food and nutrition by means of these activities because they take into consideration the age and intellectual levels of the children.

• Korean Journal of Human Ecology
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• v.14 no.1
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• pp.223-232
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• 2005

The purpose of this study is to investigate voluntary activities of the elderly. Two hundred and eight older Cheongju residents were selected, and a questionnaire was used to collect data. The results are as follows: The number of participants in voluntary activities was relatively small. The main reasons for negative attitudes toward voluntary activities were significantly different according to sex, educational level, marital status, health status, economic level, religion, and life satisfaction. By using a cluster analysis, the elderly could be divided into four groups. Among them, a group with positive attitudes participating in volunteer activities was more likely to include males or those educated, healthy, and affluent. Based on the results of this study, it is revealed that participating in volunteer activities provides problem solutions and self development for elderly people.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.5-21
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• 1997

This study compared children's daily activities In the preschools of middle-and lower-income communities. 22 children, evenly divided by community and children's gender, were observed for 3 hours on 5 consecutive days. The observers followed the target child, gathering data during 30-second "windows" every 4 1/2 minutes. A total of 750 observations were used in the analyses. The findings show the variation in children's activities as a function of community differences. In the case of academic activities, children of middle-income community were more exposed to and engaged in play with academic objects more than children of the of low-income community. A reverse tendency, however, was found in academic lessons. Children of low-income community were more exposed to work than their counterparts. Children of middle-income community were engaged in child-adult conversation more than those of low-income community. In addition, children of the middle-income community initiated their involvement in play and conversation more than their counterparts, though no difference was found in children's initiation of activities.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.163-172
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• 2019

This study explored elementary teachers' perceptions on the essential features of science inquiry, the appropriateness of inquiry activities to science inquiry, and the essential features of inquiry by inquiry activities. 85 elementary teachers' perceptions were investigated using Likert scale survey, and 7 teachers were interviewed. The results are as follows. First, the features that elementary teachers perceived the most essential were 'Engaging students in evaluating their explanations in light of alternative explanations' and 'Engaging students in communicating and justifying their explanations'. Second, The inquiry activities that teachers thought the most appropriate to science inquiry were 'experiment' and 'project'. On the other hand, the perceptions on 'discussion' and 'field trip' were relatively low. Third, the inquiry activity that showed the highest mean score of five essential features of inquiry was 'experiment' while the mean score of 'field trip' was the lowest. Educational implications about the science inquiry were discussed.

• Educational Technology International
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• v.14 no.2
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• pp.167-187
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• 2013

Team project learning is a type of Project-Based Learning, which is an effective learning method for developing collaborative competency and interpersonal communication skills, as well as for developing cognitive competency such as critical thinking, creative thinking, and analytical skills. This research, conducted to analyze learning activities, focuses on students' creative thinking and activities in TPBL(Team Project-Based Learning). A qualitative approach including a reflective journal based on the 6 stages of TPBL, was adopted for this purpose. In this study, 69 reflective journals on the three stages (developing a theme, researching, theme-making) of 23 undergraduate students were categorized on the basis of three criteria: divergent thinking factors, convergent thinking factors and affective factors. The results show that the participants' journals demonstrated twenty-eight activities from nine cognitive factors and nine activities from three affective factors were derived from reflect journal. This finding indicates that more appropriate instructional strategies are needed for students to enhance their creative thinking skills and activities

• Journal of Korean Library and Information Science Society
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• v.45 no.4
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• pp.139-164
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• 2014

Analyzing research schools' reports on school library activities, this paper identifies the characteristics and problems of library assisted instruction (LAI), and proposes areas and ways for improvement. Twenty three reports of secondary schools in Edunet were analyzed and their content were categorized into 13 educational activities. Most frequently implemented activities were collection development, reading programs, LAI, and Digital Library System (DLS). The verified positive impact of LAI include enhanced motivation for reading and improved ability for self-directed learning. Areas for improvement include LAI's excessive dependence on DLS and reading activities, insufficient time and library materials which hindered students' information activities. In order for LAI to be more effective in enhancing self-directed learning ability, it is suggested to connect LAI to specific educational experiences and develop customized and detailed content.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.6
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• pp.3460-3468
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• 2014

This study examined the effects of the experience activities for kitchen garden cultivation on children's inquiry skills and dietary attitudes. To achieve this, an experiment was conducted on a total of 43 kindergarten children in a class of 4- and 5-year-olds, who were classified into an experimental group of 35 children (20 male children, 15 female children) and control group of 20 children (8 male children, 12 female children), in Daejeon Metropolitan City. This study showed that children's experience of kitchen garden cultivation helps improve their inquiry skills and dietary attitudes. The results proved their experience activities for kitchen garden cultivation to be useful for improving their inquiry skills and dietary attitudes. Consequently, their experience activities and inquiry learning of participant observation using a natural subject like kitchen garden cultivation can be encouraged to improve the awareness, which can improve their dietary attitudes as the responsibility of their family, and their distorted dietary habits and attitudes. In other words, these results highlight the interdisciplinary and educational usefulness in that their inquiry learning can expect a high educational effect.

• Journal of the Institute of Electronics and Information Engineers
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• v.52 no.3
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• pp.221-229
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• 2015

The purpose of this study is to verify factors influencing attitude to use of technology in teaching activities. For this study, a hypothetical technology acceptance model(TAM) was composed of TPACK, technostress, innovation, perceived ease of use, perceived usefulness, and behavioral intention to use technology in teaching activities. The survey was administered to 254 pre-service teachers. The result of this study through structural equation modeling analysis is as follows: First, TPACK significantly affects technostress. second, perceived ease of use affects perceived usefulness. Third, TPACK, technostress, perceived usefulness affects behavioral intention to use, but innovation and perceived ease of use did not affect behavioral intention to use. These results imply that TPACK, technostress, perceived usefulness are important to enhance behavioral intention to use technology in teaching activities. This study propose the constructive foundation for providing strategies raising the behavioral intention to use of technology in teaching activities.