• Journal of the Korean Society of School Health
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• v.33 no.1
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• pp.19-27
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• 2020

Purpose: This study is to confirm the effectiveness of the character education program applied to high school students. Methods: The study used a one-group pretest-posttest design with a sample of students aged 15 (n=263, male), the members of eleven 10th grade classes in a high school in Seoul, from March 1st, 2019 to February 28th, 2020. In order to confirm the effectiveness of the program, the Korean Educational Development Institute (KEDI) character questionnaire was used, and a paired t-test was performed using IBM SPSS statistics 25 statistical program. Results: In this study, character levels were significantly higher after the character education program than before. The pre-post differences in character levels were measured for Sincerity (t=5.63, p<.001), Self-respect (t=2.78, p=.011), Decorum (t=3.97, p<.001), Responsibility (t=5.35, p<.001), Consideration and communication (t=5.89, p<.001), Citizenship (t=5.28, p=p<.001), Self-regulation (t=6.25, p<.001), Justice (t=2.62, p=.011), Wisdom (t=5.75, p<.001), and Honesty and courage (t=7.11, p<.001). Conclusion: In this study, and were found to be significantly related to improvements in character.

• Journal of Digital Contents Society
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• v.7 no.3
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• pp.153-160
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• 2006

It is not too much to say that invention of image divided the 19th and 20th century. Rapidly developed, produced and played images have a stronger effect on human beings and society. Today, images have an influence on forming interpersonal relationships by means of consciousness and ideas of new dimension, creating new image relationship different from verbal relationship between people. Especially moving image(image) is unlike other images, an image has unique psychological characteristics of its on. An image stimulates all the five human senses as well as sight, is easer to access and perceive than other media, and unable to control image development passively in general but get absorbed unconsciously very quickly. On 21th century As we are exposed to image whether consciously or unconsciously everyday, consideration on current times driving human beings and social relationship in an abnormal way is needed. Furthermore, new view of image study suggest to new relation of image that is a key factor to recover humanity and functions of society.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.105-125
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• 2009

This study attempts to extract the necessary criteria as a secondary school home economics teacher through the factor analysis, and to analysis the teacher's and student's perceptions for the requirement criteria of home economics teacher(RCHET) thereof to confirm the necessary criteria as a secondary school home economics teachers. This research was based on the requirement criteria of home economics teacher developed by Korea Institute for Curriculum and Evaluation(KICE) Korean Home Economics Education Association(2008)(KHEEA) collected from secondary, upper secondary school home economics teachers and students in Jeollabuk-do. RCHET encompasses the six areas : (l)'Expert of lesson related to evaluation' (2)'Efficient manager of diverse materials for study', (3)'Student advisor equipped with a teaching sense of duty and sound humanity', (4)'Curriculum expert equipped with a expertise knowledge', (5)'A fair and democratic schoolroom environment promoter'. (6)'Career path counselling expert understanding student's characteristics and environments'. Through the factor analysis, six RCHET factors are more important to teachers than students. According to importance perception for RCHET, home economics teachers' qualification for minor second subject and participation of training program showed similar differences statistically in all RCHET factors. Thus, effort for expertise improvement of teacher had important influence on expertise improvement of teacher. As a result of examining the differences from importance evaluation for RCHET, similar differences from frequence of home project, preference of home economics teacher, manual training and home economics score, interest of home economics showed statistically.

• Journal of the Korean Home Economics Association
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• v.41 no.12
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• pp.53-68
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• 2003

The purpose of this study was to develop lesson plans and teaching materials applying practical reasoning instruction for the 7th home economics curriculum content, and to test the effect of practical reasoning instruction on morality of middle school students. This study is a quasi-experimental research with a pretest-posttest design. Practical reasoning instruction for experimental group and traditionally lecture oriented instruction for comparison group were input, and tested the statistical differences between two groups before and after the treatment. The subjects for this study were 8th grade students of a middle school located in Kwangju city. Two classes of 76 students homogeneous in characteristics and academic record for each experimental and comparison group were assigned. Instrument used for this study was a revised moral indicator, that was developed by KEDI(2001). Spss/win for 10.0 statistics program was used for analysis of data. ANCOVA was done for testing statistical difference between pretest and posttest of experiment group and comparison group. Result of study which showed statistically significant difference between groups were：1. Virtue of "responsibility for words and deeds"(from 3.22 to 3.61 for experimental group and from 3.27 to 3.26 for comparison group) in domain of responsibility and cooperation, and virtue of "punctuality"(from 3.59 to 3.76 for experimental group and from 3.41 to 3.28 for comparison group) in domain of trustworthiness, 2. Virtue of "conversation etiquette"(from 3.47 to 3.67 for experimental group and from 3.28 to 3.31 for comparison group) in domain of caring for others, 3. Virtue of "forgiveness other′s mistakes"(from 3.32 to 3.65 for experimental group and from 3.33 to 3.25 for comparison group) in domain of kindness, concession, forgiveness, and virtue of "volunteering activity"(from 2.89 to 3.71 for experimental group and from 3.36 to 3.45 for comparison group) in domain of compassion and service, 4. Virtue of "equip the convenient facility for handicapped"(from 4.19 to 4.29 for experimental group and from 4.17 to 3.91 for comparison group) in domain of equality and human rights, virtue of "recovering selfness for own community"(from 2.34 to 2.79 for experimental group and from 2.14 to 2.29 for comparison group), virtue of "opposing way of accomplishing purpose by an means"(from 3.27 to 3.31 for experimental group and from 3.47 to 3.05 for comparison group), virtue of "opposing election of considering acquaintance"(from 3.35 to 3.56 for experimental group and from 3.12 to 3.14 for comparison group) in domain of fairness, and virtue of "eradication of military force or violence among countries"(from 3.49 to 3.57 for experimental group and from 3.38 to 3.05 for comparison group) in domain of love for humanity. The morality of experimental group was improved more than that of comparison group in all of above items. From the results of this study, following conclusion was drawn. Practical reasoning instruction in home economics is effective in raising students′ virtue and value of responsibility in words and deeds, trustworthiness in punctuality, courtesy of not interrupting conversation, forgiveness of other′s mistakes, volunteering activity, equity for handicapped, fairness opposing selfness for own community, fairness opposing way of accomplishing purpose by all means, fairness opposing election of considering acquaintance, and love for humanity opposing war.