• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8596-8607
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• 2015

This study was aimed to compare and investigate the difference of academic self-concept and social self-concept between multicultural children and general children. The data were collected from a total of 285 multicultural children and 223 general children in elementary school, during three months from February 20, 2014 to May 20, 2014. Collected data were analyzed using t-test, Pearson correlation coefficients, and enter multiple regression with the SPSS 23.0 program. Multicultural children showed lower scores in academic and social self-concept, parents attachment, social support, and school life adaptation than general children. And their mental health level was lower than the general children. The study results were that academic self-concept of multicultural children was influenced by learning activity (${\beta}$=.298), social maladaptation (${\beta}$=-.218), communication (${\beta}$=-.196), and confidence (${\beta}$=.167), which explained for 42.4% of academic self-concept. Social self-concept of multicultural children was influenced by support from friend (${\beta}$=.285), peer relation(${\beta}$=.187), social maladaptation (${\beta}$=-.172), and depression (${\beta}$=-.139). which explained for 46.3% of social self-concept. Since the influence factors of academic and social self-concept of general children and multicultural children have a great power of explanation, they can be used for the intervention program enhancing self-concept for school aged children.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.2
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• pp.247-264
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• 2013

Wikipedia represents a revolutionary experiment in the sense that it allows anonymous Internet users to contribute, change, and edit Encyclopedia contents used by tens of millions of people. While a very popular information source on the Internet, because of its questionable information credibility and accuracy, citing Wikipedia articles is being regarded as a risky behavior for scholars. The present study identified 282 scholarly articles from Thomson Reuters' Web of Science citation database that cite Wikipedia at least once. Out of the millions of articles indexed in Web of Science, the proportion of articles citing Wikipedia is extremely small. On the other hand, the numbers are showing a marked increase since 2011. Wikipedia citing articles are distributed in subject areas, such as library and information science, business, psychology, education, and communication more often than in other areas. The distribution of a total of 577 citations from 267 articles for which we were able to obtain full texts shows that Wikipedia is being cited mainly in studies of Wikipedia (139 citations, 24.1%) or as a ready reference source (331 citations, 57.4%). At the same time, about 15% of total citations turned out to be cases of potentially risky behaviors in which Wikipedia is being cited as a crucial basis or data source for study.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.529-538
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• 2017

This study examines the effects of reading and story sharing through fairy tales on young children's character development in their role play using natural materials. To achieve this, 40 5-year-old children at early childhood educational institutes in Daejeon were tested 16 times for 8 weeks. The results were as follows. First, their role plays using natural objects through reading and talking had a positive effect on their personality cultivation. Second, there was no experimental difference in their prudence and filial piety of basic behavioral items, but their cleanliness and patience were proven effective in the experiment. Third, all their justice, conscience and service indicating their sociality-related friendship, kindness, gentleness and morality were proven effective in the experiment, which their role plays using natural objects through reading and story sharing through fairy tales had an educational effect on improving their sociality and morality through peer interaction. This suggests that their mind to improve social virtues with an exchange of emotions, particularly, treat natural role play in a friendly way, their public promises to cherish life, and their ethical virtues to obey the rules in the process of consideration, appreciation, understanding and help through mutual communication and cooperation in forest experience activities are very effective from an educational perspective.

• Journal of the Korean Society of Child Welfare
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• no.56
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• pp.165-193
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• 2016

In this study, systematic review and meta-analysis were performed in order to identify the variables related to children's psychosocial maladjustment at the individual, family, school, and community levels from the eco-systemic perspective. A total of 36 research studies published in Korea from 1999 to 2016 were selected: 21 variables and 65 data regarding externalizing problems, and 22 variables and 70 data regarding internalizing problems were used in the final meta-analysis. As a result of the analysis, the biggest effect size concerning externalizing problems was as follows: stress coping, among child individual factors; family communication, among family factors; adoption to school, among school factors; and satisfaction for community welfare services, among community factors, respectively. On the other hand, the biggest effect size concerning internalizing problems was as follows: child temperament, among children individual factors; family relationships, among family factors; peer relationships, among school factors; and social support, among community factors, respectively. According to each system, the mean effect size was enumerated as individual > family > school/community in both externalizing and internalizing problems. We also presented the results of moderating effects regarding differences according to eco-systemic factors.

• Journal of the Korean Data Analysis Society
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• v.20 no.6
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• pp.3201-3209
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• 2018

The purpose of this study was to explore the factors predicting increased usage hours of smartphone among adolescents. Secondary data was analyzed to be collected from a nationally representative sample of 2017 Korean adolescents. This study sample included 54,601 students in middle or high schools of Korea. The collected data were analyzed SPSS version 23.0 program for frequency, percentage, mean, standard deviation, t-test, ANOVA, Pearson's correlation coefficient and binary logistic regression analysis. In the results, the mean usage hour of smartphone among the adolescents was 28.42 (SD 23.30) per week. Analyses of the differences in usage hours of smartphone according to research variables were found that the groups of lower level of study (F=1361.067, p<.001) and sociality content type (F=761.549, p<.001) spent more time, as compared to the other groups. The logistic analysis showed the predictive factors for increased hour of using smartphone were smartphone usage for sociality (OR: 2.44, 95% CI: 2.26-2.64) and peer group counselor (OR: 1.49, 95% CI: 1.49). Conclusionally, the findings of this study suggests that it needs to understand cause or purpose of smartphone using of adolescent and to cope and educate on the cause.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.1-10
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• 2021

In this study, a science writing heuristic class with emphasis on social interaction and tool improvement for 10 middle school students at the National University Science-Gifted Education Center in Jeollanamdo was conducted to investigate the perception of STS (science technology society) relationship and students' perception of the effects of class. After science writing heuristic class emphasizing social interaction and tool improvement, the students became aware of the STS relationships as follows: Science-gifted students have come to perceive that experimental tools and technology contribute to the development of scientific theory, that it is difficult to solve all social problems with only science and technology, and that science is a social interaction activity. In addition, science-gifted students responded that they became aware of the relevance of STS through intensive inquiry conducted on the same subject for several hours, communications with colleagues in another group through peer reviews, communication to solve problems with colleagues in the same group, activities to improve tools in the process of inquiry, inquiry using familiar materials and phenomena. In order for students to effectively recognize the relationship of STS in science-gifted class for middle school students, it is necessary to provide experience to solve problems using various experimental tools, experience to have trial and error in the process of solving inquiry problem under the same subject, experience to improve tools in the process of solving inquiry problem, experience to communicate with colleagues who conduct inquiry activities under the same subject, experience to share the results with other groups, and inquiry activities using familiar materials and phenomena.

• 대한공업교육학회지
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• v.38 no.1
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• pp.1-27
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• 2013

The purpose of this study was to find out the areas and their constitute elements of new apprenticeship through the expert of vocational education to improve the growth potential in the field of industry. Through the three times Delphi research process final composing areas and elements(total 6 areas and 41 sub-elements) of new apprenticeship were extracted. Followings are specific study results of 41 sub-elements for the 6 areas. In area A(Technology Skill aspect) total nine sub-elements were deducted as follows. Technology skill's field appling ability, new technology skill's acquisition, quality assurance ability, research development ability, material management using ability, problem solving ability, core technology skill understanding ability, idea's imagery expressing ability, creative design ability. In area B(Institutional aspect) total five sub-elements were deducted as follows. Flexible human material support, precise division of works, objective result assessment, institutionalization of responsibilities and liabilities between teacher and student, institutionalization of duty invention reward. In area C(Affective aspect) total eight sub-elements were deducted as follows. Manners and cooperation between teacher & student and peer, values for job, basic attitude for technology, job ethic sense, respect of other organization, active action to organization change, attitude of technology successor, service mind. In area D(Self-improvement aspect) total nine sub-elements were deducted as follows. Self evaluation and reflection, cultivate of organization understanding, career planning and developing ability, sound philosophy of life, communication ability, decision making ability, prepare of individual competence enhance system, self-control ability improvement, reaction of unexpected situation. In area E(Knowledge aspect) total four sub-elements were deducted as follows. Basic knowledge of relevant area, knowledge of new technology & preceding technology, fusion and relocation of knowledge, practical knowledge. In area F(Environmental aspect) total six sub-elements were deducted as follows. Awareness of business environment, understanding of education and practice environment, understanding of apprenticeship's business demand, connectivity of region community, adapt ability of labor market's change, awareness of society environment change.

• Clinical and Experimental Pediatrics
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• v.63 no.4
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• pp.141-145
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• 2020

Background: For children and adolescents with cancer, going back to school is a key milestone in returning to "normal life." Purpose: To identify the support vital for a successful transition, we evaluated the parents' needs and the challenges they face when their children return to school. Methods: This multi-institutional study was conducted by the Korean Society of Pediatric Hematology and Oncology. The written survey comprised 24 questions and was completed by 210 parents without an interviewer. Results: Most parents (165 of 206) reported that their children experienced difficulties with physical status (n=60), peer relationships (n=30), academic performance (n=27), emotional/behavioral issues (n=11), and relationships with teachers (n=4) on reentering school. Parents wanted to be kept informed about and remain involved in their children's school lives and reported good parent-teacher communication (88 of 209, 42.1%). Parents reported that 83.1% and 44.9% of teachers and peers, respectively, displayed an adequate understanding of their children's condition. Most parents (197 of 208) answered that a special program is necessary to facilitate return to school after cancer therapy that offers emotional support (n=85), facilitates social adaptation (n=61), and provides tutoring to accelerate catch up (n=56), and continued health care by hospital outreach and school personnel (n=50). Conclusion: In addition to scholastic aptitude-oriented programs, emotional and psychosocial support is necessary for a successful return to school. Pediatric oncologists should actively improve oncology practices to better integrate individualized school plans and educate peers and teachers to improve health literacy to aid them in understanding the needs of children with cancer.

• Journal of agricultural medicine and community health
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• v.17 no.1
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• pp.34-45
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• 1992

In this county, the gap between the urban 'haves' and the rural 'have-nots' continues to be an increasing problem. WHO and UNICEF see primary health care(PHC) as the key to achieving an acceptable level of health throughout the world as a community development. PHC is essential health care made accessible to individuals and families in the community by means acceptable to them. It is the first level of contact of individual, the family, and community with the national health system. It includes at least education on health system. It includes at least education on health problems, promotion of food supply, MCH including family planning, immunization against infectious diseases, control of endemic diseases, treatment of common diseases and injuries, promotion of mental health, and provision of essential drugs. However, of the aboves, education concerning of mental health problems and the methods to identify, prevent, and control them is the principal step of establishment. In Korea, the category of PHC worker includes the physician as public doctor and nurse as primary health care practitioner and community health leader as village health worker. PHC workers of the aboves will thus function best if they are appropriately trained to respond to the health needs of the community. However in this country, since the national PHC service project launched in 1980, the government has not developed and performed appropriate and enough education and training activities. In light of above reasons, several categories of health education activities had been planned and performed being aimed at above specific target groups and the main focus was on the village health workers for about one year from July 1991 to July 1992 in Yeoju Kun of Kyonki Province. At the end of the period, evaluation of education input was carried out to measure the improvement of healthful life of people in terms of awareness, attitude, and practice. At the end of the period, evaluation of education input was carried out to measure the improvement of healthful life of people in terms of awareness, attitude, and practice. The totals of 80 village health workers, 13 public health practitioners and 9 public docters took in the course of health education for a few hours at every month and the evaluation works of educational effect were taken. The results the study were as follows. 1) Number of persons who realized the maxim "health care of the people is a duty of the government" increased after the education course, On the other hand, the rate of satisfaction on the effort of government for health promotion of the people decreased. 2) Public doctors and primary health care practitioners(nurses) liked and enjoyed the education schedule as a meeting of peer group. It provided chances of communication with staffs of Korea University Hospital. It was said that lectures covered great deal of knowledge and technic they urgently needed in the field. 3) After finishing the education course, more of village health workers(VHW) thought they adapted themselves to their roles and functions showing increased number of home visit and contact with primary health care practitioners by month. 4) In case of patient refer, VHW preferred primary health care practitioners to public doctors. 5) Capability of VHWs in most of their functions increased dramatically after when the education course finished except tuberculosis control.