• Korean Journal of Health Education and Promotion
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• v.27 no.1
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• pp.49-60
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• 2010

Objectives: The purpose was to evaluate the effectiveness of participatory road safety education program for the lower grade in elementary schools. This program was developed based on the Activated Health Education model. Methods: Study design was compromise experimental group pre-post design. 456 students in 8 schools were nonrandomly assigned to study group(n=224) or control(n=232). The students finished self-administered questionnaire before and after education. Collected data was analyzed by using the SPSS. Results: 1. The common relevant factors in road safety knowledge and attitude were 'residential state' and 'experience of traffic accident'. 2. The knowledge showed that the case and control scored at 6.48 and 6.41 points before. After this intervention, the case and control scored at 8.38 and 6.51. The difference of the case was significant(p<0.001). 3. The attitude showed that the case and control scored at 19.67 and 19.63 before. After this, the case and control scored at 19.86 and 19.63. The difference of the case was significant(p<0.05). Conclusion: In order to implement the road safety education, children's socio-demographic characteristics were considered. Because this education was effective in both improving knowledge and attitude and bringing interest, various participatory program will be applied in road safety education for children.

• Journal of the Korean Society of Costume
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• v.66 no.1
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• pp.73-89
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• 2016

This study aimed to develop an education program for fashion design that can deliver knowledge and techniques to enhance the capability of participatory fashion designers. The framework for education program was established based on the RP (Rapid Prototype) model, and the developing process of education program was structured and systemized. As a result, this study proposed the circulated RP-ISD model, which is designed to revise and complement the educational objectives, strategy and evaluation tool by iterative prototype, and purposed to be consistent in carrying out the instructional systems design. Furthermore, the systematic developing process and the assessment criteria of design education program for ten weeks was proposed. This result could be used as a base study of participatory fashion design and contribute to systemization of education programs in design field. Furthermore, it could foster the possibility of an alternative education model in fashion design.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.354-361
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• 2018

The purpose of this study was to analyze the structural causal relationship between adult learners' participation in lifelong learning, education program satisfaction, and social capital. Also, the study reviews how education program satisfaction variables mediate the relationship between adult learners' participatory motivation and social capital. Subjects included 425 adult learners who participated in lifelong education, and the research hypothesis was verified through structure equation modeling analysis. Results are as follows: First, adult learners' participatory motivation had a positive (+) effect on social capital and education program satisfaction. Secondly, education program satisfaction had a positive (+) effect on social capital. Thirdly, education program satisfaction partially mediated the relationship between adult learners' participatory motivation and social capital and showed a significant indirect effect. This study suggests that it is necessary to develop various programs that can satisfy learners as well as improve social capital, participation motivation, and satisfaction of programs provided by lifelong educational institutions. Based on these results, this study suggests not only the role of lifelong education institutes, but also ways to improve social capital of adult learners within the lifelong education field.

• Journal of Agricultural Extension & Community Development
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• v.22 no.2
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• pp.205-219
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• 2015

The purpose of this study was to develop a participatory education program of farmer's safety and health. After investigating the concept and status of agricultural safety and health to identify the problem of farmer's safety and health, we made the model in 3 steps, consist of analysis, design, and development, based on the instructional system design and the participatory instructional method. We also applied the participatory instructional method to the program to facilitate a change in practice by making farmers understand the contents. The findings of this study revealed the followings: 1) we developed the education program focused on characteristics of farmers as learners; 2) the education program was developed based on the model for developing education programs and the specific procedures that we made up; 3) we designed the program in modules to increase the availability; 4) we raised the content validity of the learning contents in the safety and health education program targeting farmers; 5) manuals and supplementaries for teachers were developed from learner's textbooks.

• Journal of the East Asian Society of Dietary Life
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• v.20 no.2
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• pp.231-238
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• 2010

This study was evaluate the effects of community based nutrition education program offered to 3rd grade elementary school students. Students enrolled in intervention programs 4 times per class by nutrition teacher & public health center. The subjects were asked to 606 students fill out a questionnaire before and then after completion of community based nutrition education program. After completion of the community based nutrition education program, nutrition knowledge score increased from $5.07{\pm}1.65$ to $6.24{\pm}1.53$ (p<0.001), dietary attitude score increased from $16.79{\pm}2.70$ to $19.52{\pm}2.71$ (p<0.001), dietary behavior score increased from $4.79{\pm}1.23$ to $5.31{\pm}1.14$ (p<0.001). The changes in nutrition knowledge scores were positively correlated with dietary attitude and dietary behavior. Above results showed that community based nutrition education program was effective for the improvement of dietary habits of 3rd grade elementary school students. Therefore this study is suggested effective Community-Based Participatory Research public health program and this program can be used at school and at public health centers.

• Korean Journal of Health Education and Promotion
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• v.22 no.2
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• pp.63-76
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• 2005

Objectives: The purpose of this study was to evaluate the effectiveness of K-WIFY model that was a participatory health education program. Based on WIFY, this study developed K-WIFY that was only focused on health related issues rather than all broad ranges of life issues. This study evaluated changes in health related recognition, self-efficacy, self-esteem, social support, perceived benefits, perceived barriers, and situational barriers of the subjects after participating the program. Methods: During from March 16 to April 1, 2004, 216 study subjects of university students were subjected to a quantitative survey and 187 subjects of the total subjects were exposed to qualitative survey. Results: The results were as follows: 1. Health related perceptions were statistically different after taking participatory a health education program using K-WIFY. The amount of improvement was 6.36. 2. After participatory health promotion education using K-WIFY, self-efficacy(p=.029), self-esteem(p=.019) and perceived benefits(p=.031) were statistically higher than before. Conclusions: In conclusion, this study verified the effectiveness of participatory health education promotion using K-WIFY. We recommend K-WIFY to national and regional health promotion plans and health promotion education for university students.

• Journal of Korean Society of Rural Planning
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• v.19 no.1
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• pp.137-147
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• 2013

The purpose of this study is to analyze the effect of "resident participatory education programs". This study methods was that applied this education programs to the residents of the fishing village after develop of education programs, and was surveyed to ninety five residents of these. As a result of the survey, "community attachment" and "sense of community" showed statistically significant differences from consciousness before and after education. Also, difference of residents consciousness according to the presence or absence of an education showed the same trend too. And, If in the presence or absence of the educational experience, residents consciousness was improved after the education programs. In other words, an education programs applied to in this study can be said to effective to that raise awareness of the residents. And this can be said to contribute in empowerment too.

• The Journal of Korean Society for School & Community Health Education
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• v.7
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• pp.19-32
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• 2006

Research supports that participatory strategies are central to the success of school-based sex education. Community-based participatory approaches are increasingly recognized as a central strategy for school-based sex education for their orientation towards participant engagement in program planning, content development, implementation, and evaluation. In combination with the community-based participatory approaches, a social ecological model holds values as a tool for facilitation and planning, and potentially as an evaluation aide for school-based sex education programs. This paper describes core concepts and principles of the community-based participatory research; illustrates a social ecological model organized for school-based sex education based on qualitative evaluation results of an abstinence education program in the United States ; and suggests application strategies of the presented approaches in school-based sex education in Korea.

• Hwankyungkyoyuk
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• v.23 no.2
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• pp.1-15
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• 2010

Ecological restoration aims to reverse the degradation of ecosystems that occurred as humans have affected landscapes. This study was conducted in part of a larger project to develop participatory ecological restoration procedures for disturbed areas in Baigdoodaegahn which is a major mountain range in the Korean Peninsula. The case of alpine farmland at Kangwon-do was selected to apply the theoretical framework of participatory restoration since the nutrient contents in alpine solid under vegetable cultivation degrade water quality in the watershed while farmers in the region are economically struggling due to imports of vegetables from China. The reciprocal model of restoration was applied to cope with interactions between human and ecosystem needs in ecological restoration. A series of environmental education and eco-tourism programs were developed and incorporated into the participatory restoration project to rebuild social-cultural aspects of the community as well as to restore the biophysically disturbed area while meeting both ecological needs and human needs. This study suggests that participatory projects will be more successful when experts support the local residents and citizens in restoration process, when leadership are developed through social learning, and when ecological, financial and social factors of restoration are integratedly considered.

• Journal of the Korea Fashion and Costume Design Association
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• v.17 no.4
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• pp.191-200
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• 2015

The purpose of this study is to analyze the difference of educational institutions and majors on Learning Participatory Motivation of Lifelong Education Organizations of Universities and Job Technical Colleges that are operating academic degrees on bachelor of fashion and associate of industrial arts in Academic Credit Bank System. The significance of this study is to provide basic information for educational institutions to promote efficient operation and devise a strategy for reinforcing educational competitiveness according to individual Learning Participatory Motivation and purpose of learners. In this study, educational institutions were classified into Lifelong Education Organizations of Universities and Job Technical Colleges operating academic degrees in Academic Credit Bank System. Degrees were divided into bachelor of fashion and associate of industrial arts, and majors were divided into fashion design and fashion business for bachelor of fashion and fashion design and fashion business for associate of industrial arts. Looking at Learning Participatory Motivation of learners, factors selected by learners as considerations for registration and selection of currently affiliated educational institution were found to be 'acquisition of degree at a university' and 'acquisition of degree' for Lifelong Education Organizations of Universities and fashion design major, and 'for employment' and 'acquisition of new knowledge and skill' for Job Technical Colleges and fashion business major.