• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.227-245
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• 2018

Objective: In this study, educational activities were organized to emphasize the importance of natural disaster safety education by reflecting the recent rapid increases in natural disasters. The study focused on story-sharing, art, and game activities to effectively conduct natural disaster safety education for four-year-old children, and in doing so, aimed to improve the children's safety problem-solving abilities and eco-friendly attitude. Methods: Based on the types of natural disasters that are handled by the Ministry of Public Administration and Security and the Chungcheongbuk-do Office of Education, earthquakes, yellow dust, heat waves, floods, typhoons, bolts of lighting, fires, snowstorms, and global warming were included as the study's educational contents, and a total 20 sessions of natural disaster safety education activities were planned. For the subjects, 20 four-year-old children at K Kindergarten attached to a school were selected as an experimental group and 20 four-year-old children at N Kindergarten attached to a school were selected as a control group. Both kindergartens were located in C City, Chungcheongbuk-do. The experimental group was instructed to perform the study's education activities, whereas the control group only carried out general activities based on the Nuri Curriculum's subjects of daily life. Results: As a result, the children in the experimental group, who received the natural disaster safety education, improved their safety problem-solving abilities and eco-friendly attitude when compared to those in the control group. This outcome proved that the natural disaster safety education conducted by the present study offers educational activities that can positively affect improvements in children's safety problem-solving abilities and eco-friendly attitude. Conclusion/Implications: Therefore, the present study is likely to provide concrete information to teachers who plan to conduct natural disaster safety education in the actual early childhood education field.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.5
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• pp.1068-1078
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• 2013

We will discuss the procedures involved in the development of the lesson plans including the various research and analysis approaches, which lead into practical lesson plans based on the 4 sub-categorized subjects analyzed throughout 7 different text books of food hygiene and safety education as followings: Food Hygiene, Personal and Environmental Hygiene, Food Contamination Incidents, Food Poisoning, and Food Safety. Lesson Plans represents STEAM associated education involving the partnerships between business-associated teachers and food educational teachers, focusing on cultivating the students' problem-solving abilities by inducing voluntary participation and critical thinking.

• Human Ecology Research
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• v.60 no.4
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• pp.484-496
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• 2022

The purpose of this study was implementing the high-school 'Food Safety and Health' curriculum using the workbook, and to evaluate the educational impact on, and satisfaction of student who participated in class. A total of 109 lessons were undertaken in home economics classes by referring to the 'Food Safety and Health' workbook for 1,154 students attending seven high schools located in seven cities and provinces across the Korea. In order to examine the effects of classes by referring to workbooks, pre- and post-evaluations were conducted by devising a questionnaire about dietary behavior associated with food safety, creative problem-solving abilities, community capacities, and social cooperation capacities. The results of the analysis of the collected data from 674 students who participated in the pre- and post-evaluations are as follows. First, according to the results of the paired t-test conducted to examine the effects of using the workbook in classes on dietary behavior, significant positive changes were observed in the dietary behavior related to food safety, creative problem-solving skills, community consciousness, and social cooperation capabilities. Second, as a result of the students' evaluation of classes by referring to the 'Food Safety and Health' workbook, both satisfaction and interest in the class using the workbook were high, and the difficulty level was deemed to be appropriate. Additionally, it was found that the students actively participated in learning activities. The reason for this appears to be that the aforementioned workbook consisted of various student activities such as experiments, practical exercises, and group activities aimed at strengthening the link between life and education, thus enabling increased student participation.

• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.334-343
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• 2018

The purposes of this study were to examine the general tendency of knowledge and problem solving abilities of children to cope with climate change and to find out whether there is a difference in the ability to cope with climate change based on the gender and age of young children. For this purpose, 129 children aged 5 and 6 who are attended in day care center in Seoul and Gyeonggi area were selected. We used 10 questions to measure climate change response knowledge modified environment conservation knowledge checklist and used five problem solving situations to measure climate change response problem solving ability modified safety problem solving ability test item. The collected data were analyzed using mean, standard deviation, two-way ANOVA, and Pearson's correlation coefficient. As a result, 6-year-old children's knowledge of climate change response and ability to solve climate change problems was higher than that of 5-year-olds. There was no gender difference in knowledge of climate change response and ability to solve climate change. The higher the knowledge level of children's response to climate change, the higher their ability to solve climate change response problems. The results of this study confirmed the association between children's knowledge of climate change response and problem solving ability and showed that a more systematic curriculum for improving knowledge and problem solving ability for preventing climate change needs to be provided to children.

• Journal of the Korean Institute of Educational Facilities
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• v.7 no.1
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• pp.57-66
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• 2000

Learning for educating creative thinking and problem solving abilities and for future-oriented method should have appropriate laboratory, experimental equipments and appliances. Technology laboratory model pertinent to experiment or activity for educating creative persons is suggested in the following : (1) It is considered that many problems of current education result from an overcrowded classes. The number of students per laboratory should be $30{\sim}40$ persons. (2) There should be sufficient activity spaces for students. Unlike normal classrooms laboratory should have various tools and materials, information, facility and equipment. (3) Flexible activity spaces for various activities should be provided for groups and individuals. (4) Safety facilities should be provided sufficiently. (5) Learning experiences of collection, analysis and utilization of information should be given. (6) Laboratories should be designed to be a place for self-propelled learning. They should be designed to be able to learn by individuals and small groups after taking into consideration the individual differences as students differ in interest, curiosity and ability.

• Clinical and Experimental Pediatrics
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• v.60 no.7
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• pp.227-231
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• 2017

Purpose: This study aimed to verify the safety of low-dose topiramate on language development in pediatric patients with migraine. Methods: Thirty newly diagnosed pediatric patients with migraine who needed topiramate were enrolled and assessed twice with standard language tests, including the Test of Language Problem Solving Abilities (TOPs), Receptive and Expressive Vocabulary Test, Urimal Test of Articulation and Phonology, and computerized speech laboratory analysis. Data were collected before treatment, and topiramate as monotherapy was sustained for at least 3 months. The mean follow-up period was $4.3{\pm}2.7months$. The mean topiramate dosage was 0.9 mg/kg/day. Results: The patient's mean age was $144.1{\pm}42.3months$ (male-to-female ratio, 9:21). The values of all the language parameters of the TOPs were not changed significantly after the topiramate treatment as follows: Determine cause, from $15.0{\pm}4.4$ to $15.4{\pm}4.8$ (P>0.05); making inference, from $17.6{\pm}5.6$ to $17.5{\pm}6.6$ (P>0.05); predicting, from $11.5{\pm}4.5$ to $12.3{\pm}4.0$ (P>0.05); and total TOPs score, from $44.1{\pm}13.4$ to $45.3{\pm}13.6$ (P>0.05). The total mean length of utterance in words during the test decreased from $44.1{\pm}13.4$ to $45.3{\pm}13.6$ (P<0.05). The Receptive and Expressive Vocabulary Test results decreased from $97.7{\pm}22.1$ to $96.3{\pm}19.9months$, and from $81.8{\pm}23.4$ to $82.3{\pm}25.4months$, respectively (P>0.05). In the articulation and phonology validation in both groups, speech pitch and energy were not significant, and all the vowel test results showed no other significant values. Conclusion: No significant difference was found in the language-speaking ability between the patients; however, the number of vocabularies used decreased. Therefore, topiramate should be used cautiously for children with migraine.