• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.137-153
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• 2015

In this study, volunteer experience(motive, durability, satisfaction, content) was set up as an independent variable, career maturity degree(determinacy, involvement, independence, tendency) was set up as a dependent variable, and the average difference and effect of the sub factors for each of them were reviewed. For this purpose, questionnaires were performed with 519 students at the middle schools and high schools in Busan. With 376 students having volunteer experiences among them, an analysis was done to find out the effect of volunteer experience on career maturity. The results of this study are as follows: First, whether having volunteer experience or not affected the career maturity among youths. That is the group with volunteer experience had higher level of interest, involvement and value in career and jobs than the group without them. Second, it showed that volunteer experience affected career maturity among youths. Specifically, career maturity was higher as their motive for volunteer activities was selfish, their satisfaction for volunteer activities was higher and they had more volunteer activities.

• Korean Journal of Applied Biomechanics
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• v.25 no.3
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• pp.353-361
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• 2015

Objective : The aim of this study was to develop the non-powered horse riding device and was to evaluate the elaborate its applicability throughout static structural and transient structural analysis of the outdoor core strength exercise equipment. Method : Fifteen college students (mass: $69.55{\pm}13.38kg$, height: $1.69{\pm}5.61m$, age: $21.42{\pm}1.83yrs$) rode the powered horse riding device and 14 college students (mass: $71.12{\pm}9.74kg$, height: $1.73{\pm}3.31m$, age: $22.50{\pm}1.47yrs$) rode the non-powered horse riding device for the comparison. All motion capture data was collected at 100 Hz using six infrared cameras and the muscular activities were collected using a Delsys Trigno wireless system. The peak forward/backward lean angle, range of motion anter/posterior and vertical COM(Center of mass) movement of trunk and pelvis segment, and muscle activities of six muscles were compared between the two devices by using independent t-test (p<.05). Results : Several kinematic variables (peak forward-backward lean angle and vertical COM movement of trunk and pelvis segment, range of motion of trunk) significantly different between non-powered and powered horse riding device. The muscle activities of Rectus abdominis and External oblique of abdomen on the non-powered horse riding device were significantly greater than those of the powered device. Conclusion : It was concluded that non-power horse riding device could give the effect of core strength exercise as well as the body motion which can simulate the powered horse riding device.

• Journal of the Korean Society of School Health
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• v.1 no.2
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• pp.34-49
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• 1988

The purpose of this study is to identify the status of school health and analyze affecting factors of school nurses' self confidence and nursing activities of the secondary school in Seoul. The data was collected from 13th of August to 30th of October. The self reported questionairs were distributed during one of the school nurses seminars held in Seoul and 93 secondary school nurses answered. Analysis of the data was done utilizing SPSS for percentage, mean, T-test ANOVA and Pearson Correlation Coefficients. The results of study are summerized as follows; 1. General Characteristics The mean age of the subjects was 33.4 and mean length of experience as a school nurse was 7.3 years. 79.5 percent of them had clinical experiences and the mean clinic experience was 2.1 years. The majority of them were graduate of the baccalaureate nursing programs and 82.8 percent of them were married. 72.0 percent of the sample had religion, and 60.2 percent of them were in the national or public schools. 90.3 percent of them had independent duty. 2. The status of school health resources In average, there were 2,445 students, 37 classes and 63 teachers per school nurse. 48.4 percent of them were aware of the school budget. The budget for school health was 585,000 won per school in average. 30.0 percent of the schools had school health organization. The schools whose health clinics were on the first floor consisted of 79.3 percent, among them 42.9 percent were on the center of the building office. 3. Activities of school health nursing The average number of students using health clinic were 430 per month. The majority of the problem was digestive problem. There were 7.5 times of mean correspondences with parents per year. The activities of the school nurses were clinic management (29.0%), health care services (23.5%) and health education (14.1%). 4. The degrees of self confidence of the school nurse and nursing activities Self confidence measured by 6 items of self-reported questionaires scored by 4 point Likert Scale revealed. The nurses' self-confidence was 2.922 in clinic management, 2.909 in health education, 2.759 in program planning and evaluation, 2.757 in health care services, 2.692 in management of school environment, and 2.250 in operation of school health organization. The nursing activities scored by 2 point. The nursing activities was 1,870 in program planning and evaluation, 1.853 in health education, 1.843 in clinic management, 1.739 in health care services, 1.696 in management of school environment and 1.265 in operating of school health organization. 5. Factors affecting self confidence and nursing activities of school nurses The general characteristics of the school nurses and the school health resources were related to self confidence and nursing activities. The most significant variable to nurses' self confidence was type of the school ownership and the presence of school health organization was the most significant factor to nursing activities.

• Journal of Family Resource Management and Policy Review
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• v.16 no.2
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• pp.19-39
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• 2012

Many students who attend university are worried about their future employment and academic achievement. Self-leadership is the ability to deal wisely with employment matters and to recognize the employment strategies of students who display self-leadership qualities. For this purpose, 320 questionnaires were distributed to students attending universities in Seoul. The 304 collected questionnaires were used as data for the final analysis. First, the university students' average self-leadership rate was 3.73, and their average employment rate was 3.24. In terms of self-leadership by subordinate domains, the most common strategy was to introduce "natural compensation activities", and the least common strategy was to focus on "inner compensation". For the employment strategy, "academic credit" was the best managed, and "active behavior" was the least well managed. Second, in terms of the differences in self-leadership due to social demographic variables, the self-leadership levels showed significant differences, according to their credits in general. Furthermore, they showed significant differences depending on gender and the leadership experience among the subordinate variables. Moreover, the university students' employment strategies showed significant differences according to gender, leadership experience and leadership education. Third, in terms of the difference between self-leadership and employment strategies due to psychological variables, self-efficacy and university-life satisfaction levels made significant differences in terms of self-leadership. Fourth, the group with high self-leadership levels also had highly developed employment strategies, compared to the group with low self-leadership levels. Fifth, after analyzing the social demographic variables, the psychological variables and the influence of self-leadership, it appears that the explanation level increased at each step. This study demonstrates that experiencing many opportunities that promote self-leadership during university causes students to worry about their future careers and prohibits them from developing into independent, responsible adults who can accomplish their goals.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.363-371
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• 2018

The purpose of this study was to analyze the effects of wearing lab coats on science-related attitudes of elementary school students in science learning. In addition, we analyzed the effects of wearing lab coats on perceptions of the authenticity of school science activities and the necessity of wearing lab coats. Samples of the study were composed of 4 classes of 92 fifth graders in Seoul, Korea. Unit of 'Temperature and Heat' was selected as a object of the research. The major results of the study are as follows. First, for the independent t-test of science-related attitudes, a statistically significant difference between the experimental group and the comparative group was found. Second, 9 students (9.78%) were more than 1SD above the average of the difference between the results of pre and post. Seven of them were experimental group students and two were comparative group students. Third, there was a statistically significant difference between the comparison group and the experimental group as a result of the perception test of the similarity of the scientific activity of the elementary school students and the scientific activity of the scientists. Fourth, there was no statistically significant difference between the comparison group and the experimental group as a result of the perception test of the necessity of wearing a lab coat. Based on these findings of this study, implications for science education research and teaching and learning at school are discussed.

• The Journal of Korean Association of Computer Education
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• v.17 no.5
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• pp.107-114
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• 2014

This study aims to investigate the effects of reflection activities on using Facebook in university lectures. To accomplish the purpose of this study, an experiment was conducted with 181 students who took a large-scale university lecture. Subjects were assigned into two groups: 90 facebook group(experimental group) and 91 cybercampus group(control group). They participated reflection activities on facebook or cybercampus during 4 weeks. Independent samples t-test with in-depth interview were employed to analyze data. The results of this study are summarized as follows: there was a statistically significant difference in learning satisfaction between facebook group and control group. Learning satisfaction of facebook group is significantly higher than that of control group because reflection activities on facebook provided to gather information on reflection and to interact with peers easily. In conclusion, these findings imply that reflection activities on facebook is effective for improving learning satisfaction of large-scale university lectures.

• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.45-64
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• 2003

This study analyzes divisor and multiple in elementary school mathematics textbooks published according to the first to the 7th curriculum, in a view point of the didactic transposition theory. In the first and second textbooks, the divisor and the multiple are taught in the chapter whose subject is on the calculations of the fractions. In the third and fourth textbooks, divisor and multiple became an independent chapter but instructed with the concept of set theory. In the fifth, the sixth, and the seventh textbooks, not only divisor multiple was educated as an independent chapter but also began to be instructed without any conjunction with set theory or a fractions. Especially, in the seventh textbook, the understanding through activities of students itself are strongly emphasized. The analysis on the each curriculum periods shows that the divisor and the multiple and the reduction of a fractions to the lowest terms and to a common denominator are treated at the same period. Learning activity elements are increase steadily as the textbooks and the mathematical systems are revised. The following conclusion can be deduced based on the textbook analysis and discussion for each curriculum periods. First, loaming instruction method also developed systematically with time. Second, teaching method of the divisor and multiple has been sophisticated during the 1st to 7th curriculum textbooks. And the variation of the teaching sequences of the divisor and multiple is identified. Third, we must present concrete models in real life and construct textbooks for students to abstract the concepts by themselves. Fourth, it is necessary to develop some didactics for students' contextualization and personalization of the greatest common divisor and least common multiple. Fifth, the 7th curriculum textbooks emphasize inquiries in real life which teaming activities by the student himself or herself.

• Korean Journal of Child Studies
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• v.14 no.2
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• pp.115-135
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• 1993

The purpose of this study was to develop instruments for measuring paternal child rearing involvement. A second purpose was to investigate the relationship between social competency of child and the father's involvement in child rearing. Fathers' child rearing involvement inventories were administered to 513 5th and 6th grade school students to evaluate children's perceived father's rearing involvement. Assessment of the child's social competency by the mother was by the modified Iowa Social Competency Scale. Data were analyzed by factor analysis, Pearson's correlation coefficient, and canonical correlation. The main results were as follows: (1) There were differences in mean scores between variables on father's child rearing involvement. The mean score of 'day-to-day guidance' was higher than such father's involvement variables as 'family activities', 'household affairs', 'home education'. (2) There was a significant correlation between the social competency of children and father's child rearing involvement. In other words, fathers' child rearing involvement showed significant correlations with 'the capability' and 'leadership' of children. (3) The canonical analysis in two variables-the fathers' child rearing involvement (independent variables) and the children's social competency (dependent variables)-showed that the child variables most highly correlated to the independent variables were 'capability' and 'affection toward parents'. This also indicated that the father variables accounted for about 9.4% of the variation in social competency. In conclusion, the father's child rearing involvement can he recognized as significant variable in predicting the social competency of children.

• Journal of the Korean Institute of Landscape Architecture International Edition
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• no.1
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• pp.159-166
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• 2001

Regional development and community design has become very important these days. Especially in Hyogo Prefecture after the Great Hanshin Awaji Earthquake, voluntary works have become more popular. With citizen participation, environmental circumstances change a lot. It is becoming very difficult for municipal governments alone to achieve every desirable project. NPOs made of professional members in the Hanshin area have conducted notable activities after the earthquake. At the same time it is necessary also to educate citizens for community design with greenery. These people will support their town design along with professionals. Awaji Landscape and Horticulture Planning Academy provides an excellent educational program, an introduction and examination of which should be valuable. The main concept of the education program is to foster the growth of local community design leaders. Students appreciated the programs very much even if initially they expected a more practical program about planting than programs that teach community design. Many people are active in their own towns to create better environments and communities. The network system "Alpha Green-Net" is functional to support graduates of the course. In the future these educational programs for citizens will becomes very important. Other cities are starting to have their own progrms, but they are still very short term. "Alpha Green-Net" is in the process of growing. Many members are very keen to develop their own abilities. In the future these NPOs should become independent. To help these NPOs become independent and active the educational programs should consider and teach about how to do this more in the future.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.110-121
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• 2002

In this study, the verbal interactions occurred during the CASE(Cognitive Acceleration through Science Education) activities in the middle school science class has been analyzed regarding with students cognitive level. The subjects were 24 students of 6 groups in a middle school in Korea. Verbal interactions within group discussions during CASE activities were audio-taped, transcribed, and analyzed. Also, classroom observation and interview with students were carried out. The results showed that the student with higher cognitive level tended to be a group leader. They had strong influences on the group discussions in each step of problem solving. Also, the higher cognitive level students were more active in metacognitive discussion and more often used scientific terms. When their group met difficulties in each stage of problem solving, such as perception of problem and designing experiment, the higher cognitive level students suggested some ideas to help their peers and gave them an explanation of how they worked. Low cognitive level students had difficulties in perception and solving the problem as compared with high cognitive students. It was common during activities for the low cognitive level students to fail to identify variables and to distinguish between dependent variables and independent variables. They failed to hold a number of variables at once. However, the metacognitive questions from their peers or teacher were helpful for them to construct the concept of controlling variables. If there is no student who has a high level of thinking in a group, it was necessary to intervene for teacher. A well judged questions from teacher created the cognitive conflict which causes the students to reconstruct their strategy for problem solving and reinforce the control of variables reasoning pattern. From the above results, it is concluded that students' cognitive levels are much related to the verbal interaction patterns. This suggests that teacher should consider individual student's cognitive level in organizing groups and intervene to facilitate the environment for metacognitive interaction.