• 한국가구학회지
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• 제26권3호
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• pp.187-195
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• 2015

School activities which are opened after-school or during a vacation have been social issues as our society is nuclearized and both parents are working, so that elementary school students and middle school students are less taken care of and less concerned by their parents. It is regrettable that students are spending too much time on private academies in the situation where they cannot help but staying alone after school and where frantic fever of private education pervades their lives. For the sake of those students, the Ministry of Education announced, "Each school can open its after-school programs or vacation programs based on students and their parents' demands making it a rule of a student's voluntary participation. After school programs for elementary and middle school students are operated by local communities providing extra courses or programs in addition to regular classes. Those programs are paid by participants or supported by financial aids in order to decrease parents' burdens of costs of private education and to reduce educational gaps between rich and poor children or between the regions. After school programs are either curricular or non-curricular educational activities with students' voluntary participation, and the programs are meant to supplement and strengthen the role of public school education. Non-curricular courses that consist of various programs, in particular, are receiving good reputations by students and parents. Therefore, this study develops and operates "children's making D.I.Y. furniture" program that is one of non-curricular courses and an activity-oriented art program for children to improve their designing creativity and to help them experience their future jobs in advance. The purpose of this study is to analyze advantages and disadvantages of the program using survey and assessment methods and to find out a developmental direction focused on future-oriented and specialized educational programs for children.

• 공학교육연구
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• 제16권3호
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• pp.69-78
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• 2013

This study investigated various attributes that contributed to successful employment in order to develop employment support programs, especially for female engineering students. We surveyed engineering students who graduated between 2006 and 2011. The 401 employed graduates participated in an online survey. The surveys inquired about their attachment towards their major, participation in various academic and non-academic activities, and their participation's contribution to their successful employment. In regards to their majors, women, in general, had lower levels of satisfaction, confidence, attachment, and motivation to succeed in their fields when compared to their male counterparts. These results show that engineering colleges still need to work on empowering female engineering students to gain confidence in their engineering major and attachment. The graduate school experience was highly rated by both men and women, whereas double majors exhibited somewhat lower scores. Among academic activities, part-time work experience and major-related internships were rated as the most helpful, and among extracurricular activities, study-abroad for language training and participation in student council or clubs received high scores. There was little difference between men and women in study-abroad participation, and women participated more actively in student councils. However, women had much less major-related work experience, reaffirming that colleges need to expand internship and field experience programs for female students.

• 공학교육연구
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• 제22권3호
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• pp.18-31
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• 2019

In addition to technical skills and competencies, communication competence has been identified to be important to engineering students who will be drivers of innovation in a rapidly changing society. Drawing on the previous studies, this research examines the results of an empirical exploration of engineering students' perception of speaking ability and their communicative competence. To date, there has been most of the research conducted on 'writing' (e.g., its educational process, class designs, ability, etc.) for engineering students. However, relatively little attention has been paid to engineering students' speaking ability perception and their competence diagnosis. This study relies on quantitative data obtained from one survey questionnaire and one test conducted respectively. The sample consists of 386 engineering students as well as 481 non-engineering students for the 1st survey. And to measure communicative competence, 150 engineering students as well as 136 non-engineering students participated in the test. Our findings show that firstly, there were significant differences in perception of speaking ability by majors and gender. Whereas there was no difference in the same survey by grade. Secondly, there was a close and significant relationship between sub-factors of speaking ability. Thirdly, there were significant differences in communicative competence by majors. Whereas there was no difference by gender and grade. Fourthly, there was a close and significant relationship between sub-factors of communicative competence. These findings are expected to provide an explanation for the improvement on engineering students' speaking ability and to encourage the participation in extra-curricular activities and programs in engineering school.

• 한국학교보건학회지
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• 제16권2호
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• pp.25-34
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• 2003

Instroduction: The purpose of this study was to investigate safety education-related backgrounds and safety behaviors of elementary school children at a local area in Jeonbuk province. Methods: Study subjects were 308 5th and 6th graders from 6 schools located in J City and the data were collected from June 16-27, 2003. Research instrument to test safety behaviors was 4-points summated scale (Cronbach${\alpha}$= .94) composed of 54-items with three sub-categories school life safety (${\alpha}$= .88), traffic safety (${\alpha}$= .86), and daily life safety (${\alpha}$= .84), The data was analyzed by percentage, x2-test, t-test, ANOVA and Duncan test using SPSS/PC 10.0. Results: 1. Safety Education-related Characteristics: Safety education was mostly conducted during extracurricular hour as picnic (37%) and regular class (37.2%); and the instructors of safety education were school nurse (33.2%), classroom teacher (30.9%), and parents (23.4%) in order. About two third (71.0%) of the subjects have had many kinds of school event program such as essay writing, poster drawing, oratorical contest in the course of safety education According to gender, girl students was more favorable about school events as a effective safety education measure (x2=9.188, p= .010); and according to school location, nural school taught more at moming & closing session (x2=7.383, p= .025), by school nurse or classroom teacher (x2=36.574, p= .001), and had more frequent (x2=63.337, p= .001) safety education class. 2. Practice of safety behaviors: Mean scores of safety behaviors was $106.9{\pm}24.92$ out of 162 points. According gender, the scores of girl students (t=-3.296, p= .001) were significant higher than boy students. But there was not any significant difference according to school area According to safety education-related characteristics, the scores of safety behaviors was significantly higher in the group who thought that school event program was more effective on safety education (F=4.024, p= .019), and who were more interested in current safety education class (F= 10.203, p= .001) Conclusions: From the above findings, the authors concluded that school-based safety education was mainly conducted at extra-curricular and regular class, and by school nurse or classroom teacher in elementary school. Even though the mean scores of safety behaviors of elementary school children was in medium level, those. were significant higher in girl students and in rural school children. And extra-curricular activities and school event programs were suggested as more effective strategies for school-based safety education Based on the above findings, safety education class can be recommended in regular curricular basis; and various extracurricular activities and school event programs need to be developed for more effective school-based safety education. In addition, further study on gender-specific factors on safety behaviors and nationwide survey on school-based safety education should be needed.

• Journal of Nutrition and Health
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• 제50권1호
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• pp.111-119
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• 2017

Purpose: School meal programs should be part of the educational process to promote good eating habits for students. The purpose of this study was to develop an evaluation scale for educational school meal programs and evaluate the achievement level of educational school meal programs using the developed scale. Methods: The evaluation scale for educational school meal programs consisted of 23 items in eight categories and was developed using content validity ratio (CVR) analysis and analytic hierarchy process (AHP) by 15 related experts. The results of a survey on nutrition teachers or dietitians at 91 elementary, middle, and high schools in Gyeonggi province, South Korea were analyzed to evaluate the achievement levels of educational school meal programs. Results: Overall, total average score was 45.7 out of 100, with significant differences among schools (p = 0.005). Elementary schools (51.9) showed a higher average score than middle (41.5) and high schools (37.1). The score for the category of regular nutrition and dietary education was the lowest (5.7 out of 33.7). In addition, school meal environment (5 out of 10), educational activities through school meal time (9.2 out of 19), and extra-curricular experiential activities (3.5 out of 10) also showed inadequate levels. Conclusion: The results show that the overall level of educational school meal programs is not adequate and needs to be improved, especially at middle and high schools. Government support polices need to be implemented to encourage educational activities related to school meal programs.

• 한국환경교육학회지:환경교육
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• 제16권2호
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• pp.39-50
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• 2003

Secondary school environmental education is offered mostly in extra-curricular activities, not included in the school curriculum. Therefore, drawing out its curriculum has been left to teachers' discretion. Teachers' beliefs in EE have much more influence on the selection of content of EE than any other psychological factors. It follows that the reality of school EE depends on what teachers believes about EE and which content of EE they select according to their beliefs. This study is to research the realities of the secondary school EE: examine teachers' beliefs about EE and analyse environmental views in their environment-related programs; examine whether teachers' programs reflect their beliefs and environmental views; identify the factors which teachers inhibit teachers from their expression of these beliefs. To identify what perspective was reflected to these programs, this study employs environmentalism. Environmentalism can be classified into 3 categories: environmental management; deep ecology; social ecology. Data were gathered by means of in-depth interviews with five teachers. To show teachers' beliefs clearly, the analysis of the data was conducted on the basis of 5 categories: 'ecological sensitivity', 'value education', 'behaviors', 'issues', 'perception of a cause of environmental problems, related to social structures'. These belifs reflect deep ecological perspective and social ecology. But these perspectives did not accord with those in programs. Most EE programs included only the deep ecological perspective. They didn't reflect their beliefs that students should perceive the cause of environmental problems in the social structure. The factors which teachers find as inhibiting or supporting their expression of these beliefs were analysed as following: (1) EE requests the change of curriculum and methods of instruction; (2) teachers should acquire 'environmental consciousness' and environmentrelated knowledge; (3) programs requests an administrative and financial support.

• 한국융합학회논문지
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• 제12권5호
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• pp.405-413
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• 2021

본 연구는 간호학생을 대상으로 빈곤과 건강 관련성에 대한 인식 및 빈곤에 대한 태도를 파악하기 위해 시도하였다. 본 연구는 일 대학 간호학생 198명을 대상으로 표준화된 설문지를 활용하여 조사한 후 SPSS ver. 22.0을 이용하여 분석하였다. 연구결과 간호학생은 빈곤에 대한 간호교육의 중요성을 인식하고 있으며 임상실습, 봉사 등 비교과 프로그램을 통한 간호교육이 필요함도 인식하였다. 간호학생은 빈곤과 건강에 악순환에 대해 인식하고 있었으나 빈곤층 건강 행태에 대한 인식은 부족하였다. 빈곤에 대한 태도는 사회구조적 책임 보다 개인적 요인으로 인식하고 있는 경향이 있었고, 연령, 경제적 수준, 정치적 성향과 임상실습 여부에 따른 점수 차이가 있었다. 결론적으로 빈곤층 건강불평등 옹호를 위한 역량있는 간호사 배출을 위해서는 다학문적 융합 임상실습 교육 이외 및 봉사 활동 등 프로그램 개발이 필요할 것이다.

• 아동학회지
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• 제7권2호
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• pp.55-73
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• 1986

This study analyzed the socio-psychological process of adolescent drinking behaviors. A total 1,732 high school students in Pusan city were studied by the questionnaire from May to July, 1985. A structural model based on review of the literature was examined in order to test the following three hypotheses: (1) sociocultural and environmental impact on the adolescent belief system for drinking, on drinking situations, and on experiences of deviation, (2) relationships among adolescent belief system, drinking situations, and experiences of deviation, and (3) impact of antecedent variables on adolescent drinking levels. All hypotheses were supported by the data. The important outcomes were discussed as follows: 1. Because interpersonal factors were influential for the adolescent belief system concerning drinking, public drinking education through mass communication or drinking education in the curriculum were recommended. In addition to sex variables, friends' drinking and sibling's drinking were shown to have a positive impacts on drinking situations. Also, adolescent self-reported parents' views on drinking had significant effects. Because adolescent deviant experiences were generally affected by environmental factors, it is recommended that positive extra-curricular activities at both home and school should be investigated. 2. There were significant relationships among adolescent belief systems, drinking situations, and deviant experiences. However, adolescent drinking behaviors in supervised situations had weak correlations with their belif systems and deviant behaviors. 3. Adolescent drinking levels were remarkably influenced by drinking behaviors in unsupervised situations. Because it is difficult to control actual adolescent drinking behaviors in unsupervised situations, it is important to fortify their belief system with continuous education programs.

• 한국식생활문화학회지
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• 제27권5호
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• pp.434-444
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• 2012

The purpose of this study was to develop children-friendly education materials based on food replicas for the dietary education of lower grade elementary students. Through a literature review on current dietary problems and dietary education for children, five education themes were chosen: balanced diet, seasonal food, traditional food, noodle culture, and making instant noodles. A total of 304 key food items for food replicas were selected based on the themes: six basic food groups (113 items), balanced meals (37 items), dietary habits (74 items), spring foods (13 items), summer foods (17 items), autumn foods (16 items), winter foods (11 items), Korean traditional foods (52 items), Korean native noodles (18 items), noodles from foreign countries (19 items), and making instant noodles (46 items). Next, a food replica database was developed consisting of name of the food, picture, size, ingredient, recipe, reference, and attached code. Powerpoint slides and teaching plans for all education themes were developed utilizing the food replicas in order to raise interest and understanding of serving size and intake amount. This research provides a basis for the development of food replicas as effective dietary education materials for elementary students and their use in extra-curricular activities, after school programs, community health centers, or food companies.

• 교육시설
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• 제4권2호
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• pp.31-36
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• 1997

The Magnet Methodology is not the recording of knowledge, skills, techniques, and other information from the past, but creating a knowledge base using present issues of problems for students' and teachers' life-span development through the exploration of career choices and development. In short, it is the multi-cooperative information system for commensalism. It is the magnet program that connects various level of educational institutions under a certain theme and enables students to choose on their own. And this magnet program is being adminstered by the magnet school. And some regular schools provide magnet program as vocational educations and extra-curricular activities. Magnet program reflects the concept of desegregation which was proposed by the U.S. Federal Court decision against the racial conflict which had culminated in the 60s and 70s. Magnet program enables students to choose their own programs and schools, and gives teachers and students the opportunities to develop their teaching method and learning method. That's why magnet program is called continuous, future-oriented one. Teachers and students can also get fair judgement on their activities due to the voluntary magnet program. It mainly deals with practical issues, so it is very realistic to establish the multi cooperative information system including companies, homes, communities, or governments under these practical issues. The openness of magnet program is guaranteed not only by the characteristics of the program but also by the physical layout of the magnet schools. There are no doors and walls, and classrooms are facing one another and sharing all the opinions and information. This precisely corresponds to the concept of co-existence of eco-system and the interdisciplinary approach which is essential to solve our problems.