• Hwankyungkyoyuk
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• v.13 no.1
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• pp.133-141
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• 2000

This study was designed for middle school students in Su-Won City to find out their level of hope in environmental education and who had not been introduced to environmental skills and knowledge as a separate subject in their school curriculum. Additionally, the result of the study was expected to provide basic environmental education material to teachers who are on the front line in our environmental education efforts. The mother used to be very influential on her children's thinking and behavior to a large degree. Acknowledging these facts, students and their mothers were chosen for this study The questionnaire from each of the two groups were compared and studied. The questionnaire, comprised of 23 questions, was completed during the period of time from March 6 through March 11, 2000. The schools that participated in the study were 5 junior high schools in Su-Won City and the participants were students and their mothers. The questionnaires were given to 450 students and their mothers to be completed and returned. A total of 379 student questionnaires and 323 mother questionnaires were received for examination. The results of questionnaire were analyzed by using SPSS/PC 8.0 software program with Frequencies Analysis, Mean Analysis, Reliability Analysis, Correlation Analysis, Paired Samples T-test, and $\chi$$^2$-test. The questionnaires generated the following results. The reliability coefficient was 0.847 from the students and 0.895 from the mothers. The level of interest in an environmental education curriculum was 24.3% from students and 86.0% from mothers. Interestingly, the gender difference of level of interest in an environmental education curriculum was 25.7% from male and 23.1% from female. The difference in the environmental function levels between female and male students was statistically significant(t=-4.109, p<0.001). For mathematical skills in environmental functions, the students and mothers thought trash, air pollution, and lack of forest were problems however they showed inactive support and unreasonable attitudes toward the problems that they themselves pointed to for solving the problems. Under the environmental problems solving issue, the significance between two groups was 0.014(P<0.001) and the result dictates there was no correlation. The t-test showed no difference in environmental knowledge level between student genders. The knowledge level between students and mothers was related each other. The Paired Sample t-test between students versus mothers on environmental skills and knowledge was 0.000*(*P<0.001) and it showed there was correlation between the two groups. With this study, educating mothers should be noticed as a great priority in environmental education that will lead to a more positive environmental outlook from our students.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.239-255
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• 2005

The purpose of this study was to understand middle school Home Economics teachers' family value and needs on learning objectives of family life area, and to identify the relationship between the two. Data was collected from the survey mailed to the teachers responsible for family life area in $\lceil$Technology/Home Economics$\rfloor$ in middle schools in Korea. The collected 312 questionnaires were used for final analysis. SPSS/WIN program was used for calculating average, standard deviation, percentage, t-test, ANOVA with post-verification scheffe., and correlation analysis. Followings are the summary of the results of this study. Firstly, the family value of middle school Home Economics teachers was relatively modern. They had very modem sense of value in all of the sub-areas such as sense of value on marriage. on gender role. on children, on filial love, and familism. Secondly, regarding needs on family life area of learning objects of Home Economics teachers, the requirement on emancipatory system of action was the highest. technical system of action was the next, and Communicative System of Action was the lowest. Thirdly, in the relationship between the needs of teaming objects of family life area and the family value, the needs of technical and interpretive behavioral system had few things to do with the family value. However. the needs on teaming object needs of emancipatory system of action was higher as the family value was modern. The trend in the relationship with needs was same in all the sub-areas such as sense of value on marriage, on gender role, on children. on filial love, and familism. However, the family value and the achievement level of family life area goals did not show significant correlation. Fourthly, regarding the family value and the needs on teaming objectives of family life area of middle school Home Economics teachers, those who were female, who had certificates for Home Economics Teaching, who were young and who had less experiences in teaching had more modem family value and required more teaming objectives in emancipatory system of action. Considering the results of the study, it is needed to emphasize the learning objects of emancipatory system of action in family life education by inducing consensus on the proposition that Home Economics subject is a critical and practical subject. To do this. it is needed to provide Home Economics teachers with emancipatory interest and mature family value through educating and refreshing them. It is desirable to separate Technology and Home Economics so that certificated Home Economics teachers could teach family life area. In that case they can teach the subject in the point of practical criticism. If the area is to be taught by other subject teachers there should be enough understanding on the philosophy and nature of Home Economics subject beforehand.

• Journal of Hospice and Palliative Care
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• v.9 no.2
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• pp.77-85
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• 2006

Purpose: The purpose of this study is to develop the basic curriculum for the nurses who work at hospice and palliative care settings. Methods: Seven curricula of hospice and palliative care for the nurses in Korea and other countries were reviewed, and Education Need for hospice and palliative care was surveyed from 162 nurses by mailing the questionnaires to hospice palliative care settings. Results: 1. The curricula of hospice and palliative care for the nurses in Korea and other countries in common include 'understanding of hospice and palliative care', 'understanding of lift and death', 'pain and symptom management for person with terminal disease', 'on-the-spot study and practical training', 'management of hospice and palliative ward', 'hospice and palliative care at home', 'physical assessment', 'therapeutic communication skills', 'children's hospice', 'administration and management of hospice and palliative care', 'interdisciplinary team of hospice and palliative care', 'ethics and laws in hospice and palliative care', 'psychological, social and spiritual care', 'care of the dying', 'bereavement care', etc. 2. The scores above 3.3 were marked for 34 items in education Need Survey. The highest scores were given in the order for the items 'understanding of death and dying', 'attitude and response to death and dying', 'understanding and assessment of pain' etc. respondents marked that they have been trained for 'pain and symptom management', 'ethics and laws in hospice and palliative care', 'building the system for cooperation and publicity activities in hospice' etc. 3. The basic curriculum of hospice and palliative care for the nurses requires 78 studying hours for 17 subjects, comprising 48 hours of theory education and 30 hours of practical training. The education methods are lectures, discussions, and case studies. Conclusion: The efforts of developed basic curriculum should be evaluated after educating nurses. It is necessary to develop the standard curriculum and regularly update it based on the result of education Need Survey for actively working nurses in hospice and palliative care settings.

• Journal of the Korean Society of School Health
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• v.12 no.1
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• pp.109-129
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• 1999

AIDS is worldwide problem. It has threatens societies and is potentially a big problem among youth. UNAIDS has warned that collective global responses are necessary; with half of the newly infected being children and young people in 1998, educating youth below age 24 is essential. Because of both their unexpected, strong sexual activities and an easjer tendency to change their behavior than adults, UNAIDS emphasizes the importance of prevention education for youth. In Korea, 4 cases of HIV infection have officially been reported among high school students. Considering the potential seriousness of HIV infection among youth, the Korean AntiAIDS Federation (KAAF) began an education programme for Korean youth (middle & high school pupils) as one intervention method in 1993. The purpose of this study is to evaluate the impact of the education programs performed and to develop a better programme. The intervention method used in this study was mainly a lecture in a big or small auditorium or through broadcasting systems using audio-visual teaching aids. The period of this survey was from Nov. 10 to Dec. 26. in 1998. The subjects surveyed were 792 pupils who were sampled from 12 different middle and high schools in Seoul by a two-stage cluster sampling. Self-recording the structured questionnaire was used for data collection. Data were analyzed by using a paired t-test to compare the knowledge difference before and after the interrention method. A chi-square test to compare the consciousness difference between pre-post-education results was used, and an ANOVA was ased to compare the knowledge difference among the selected groups. Major results of this study are summarized as follows: (1) AIDS knowledge significantly changed after AIDS prevention education. (2) The direct lecture in a big or small auditorium is more effective than an indirect lecture through a broadcasting system or through audio-visual teaching aids. (3) Those who had not seen obscene materials (e.g. pornography films, magazines etc.) acguired much more knowledge than others after AIDS prevention education. (4) Those who had no girlfriend/or boyfriend acquired much more knowledge than the others after AIDS prevention education. (5) As to the attitudes toward chastity, more girls than boys and students who had not seen obscene materials rather than those who already had were liable to support the state ment: "all should remain chase" and their consciousness on "being chaste" changed much more than that of others after intervention. (6) As to the individual evaluation of lectures, 23.1% shows "very good", 44.1% "good", 26.9% "normar" '-' thus, the positive evaluation was to 94.2%. The negative response was 5.8%. (7) As to the desire for AIDS education sponsored by KAAF in the future, more than 90.5% showed a positive reaction. (8) As to the educators in future education methods, pupils wanted lecturers from outside their schood. (9) Students from vocational high schools have seen obscene materials much more than other groups and the percentage of those who had a girlfriend/or boyfriend was higher than that of the others as wello. (10) 90% of those who watched obscene materials responded that they experienced these materials while at middle school and 100% before reaching the second grade of high school. (11) The number of boys who have experienced obscene materials is twice as many as that of girls. (12) The percentage of boys who have a girlfriend is much higher than the percentage of girls who have a boyfriend. (13) Among those who have friends of the opposite sex, 11.1% say that they hare had sexual contact and 20.8% hare experienced kissing and caressing.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.28 no.3
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• pp.131-143
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• 2010

This paper investigates the history, policy and status of the conservation of historic gardens in the National Trust in England and its implications for Korea. It was conducted in three phases as follows: First, related literature data was collected to understand the National Trust and its role in the conservation of historic gardens. Second, The National Trust Policy Papers: Gardens and Landscape Parks in 1996 was reviewed and analyzed into eight categories with a review of 216 gardens and interviews with gardener-in-charge via e-mail. Finally an understanding of the policy for the conservation of historic gardens was formed from the results of the previous phases, and implications were drawn from the integrated analysis guidelines of the policy and status. The key feature of the conservation of the National Trust's historic gardens is that the conservation process has been conducted systematically through acquisition, management, upkeep, advice and so on. Furthermore, the conservation principles are defined in a concise and accessible form. According to their practical conservation process and principles, the results of the National Trust activities are to appreciate the significance of the gardens and act with accountability; integration; managing change; access and participation; and training gardener and partnership. According to the results of its activities under the premise that the purpose of the conservation and the meaning of a garden do not differ significantly among nations, implications for Korea can be primarily suggested by three points as follows: First of all, a flexible approach to change in historic gardens should be managed. In response to inevitable and desirable change, anything that is added or transferred should be recorded for the future as much as possible. Therefore, everything must be recorded and any change should be managed. Second, is to provide sustainable access for the benefit for the people and visitors. The aim of conserving the gardens is for human's to eventually understand that the present generation just borrows the historic gardens before they are passed down. The ensuing implication is that people may enjoy the gardens educationally, aesthetically, and physically, and children can be continuously interested in historic gardens as apart of educating the future generation. Finally, the National Trust educates apprentice gardeners who will maintain the historic gardens and continuously keep the current garden staff up to date with workshops. This is in contrast to the day laborers who work for historic gardens in Korea. In practice, the maintenance of historic gardens is not a simple process. The gardener must understand the past, reflect the present, and prepare for the future. Therefore, gardeners deliver culture from generation to generation.

• Cartoon and Animation Studies
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• s.36
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• pp.437-467
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• 2014

This study is intended to reveal reading comic books helps improve creativity. Though the long-lasting negative recognition towards comic books has positively changed these days, we need a ground upon which the social recognition needs improvement in that children's comic books have been used as a learning tool. Its introduction points out that there has been shortage of empirical researches on comic book reading, and as one of the empirical research methods, presents a method of comparative analysis on comic book reading, school study, and creativity tests via survey. The theoretical background in the 2nd chapter, first, puts emphasis on the significance of the creativity theory among all the other theories related to creativity, which focuses on problem-solving capacity. Second, it theoretically reviews the meaning which 'fun' and 'interest' have in development of creativity in the context of developmental process of the modern educational theories. Third, it empathizes that traits of reading comic books start off with 'fun' and 'interest', that awareness of reality gets expanded via the process of characters making their way through a strange world with empathy and absorption, and that comic book reading has to do with creativity. Fourth, it presents a model questionnaire with which to study relationship between comic books and creativity in an empirical way. The analysis on the survey outcome in the 3rd chapter shows, first, that smart students read many comic books, not to mention that studying helps improve creativity, which indicates above all, comic book reading and improvement of creativity are not negatively related, but are mutually complementary. Second, that creativity enhanced by reading comic books is higher than that enhanced by studying, which may mean comic book reading is more effective than studying in developing creativity. It has drawn a conclusion based upon these results, that reading comic books bears positive efficacy on both studying and developing creativity. Standing on this conclusion, it proposes it necessary to develop methods by grades of educating how to read comic books and to provide a recommended list of comic books to read.

• Journal of Christian Education in Korea
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• v.68
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• pp.77-112
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• 2021

This study is based on the research of the first year, which is the National Research Foundation of Korea's R&D subject for middle-grade researchers. In this study, the practical curriculum development of the education for love - an according to the psychoanalytic perspectives of F. Dolto(1908-1988) - is suggested as follows. The first is 'the reconstruction of the directions of curriculum and its specific aims in accordance with such directions.' The reconstruction of the directions of curriculum aims at leading our future generation to live as a subject of desire through the mutual-communication of love. The second is 'the reconstruction of the tasks of curriculum and its specific contents in accordance with such tasks.' The reconstruction of the tasks of curriculum pursuit to help our future generation through the converting the education for love into the paradigm of desire of Agape to live as a subject of desire forming a whole personality and practicing the desire of Agape in daily life. as a source of desire. According to these aims, the reconstruction of directions of curriculum are presented as following: firstly, 'curriculum for the mutual-communication between subjects of love' and secondly, 'curriculum for the subject of desire'. The reconstruction of tasks of curriculum are like these: firstly, 'converting the education for love into the paradigm of desire of Agape', and secondly, 'forming a whole personality through the education for love'. Thus, with respect to two specific aims in accordance with the reconstruction of directions are suggested like these: Firstly, 'constructing a subject as a speaking existence' and secondly, 'realizing the subject as the autonomous source of desire'. In the two specific contents in accordance with the reconstruction of tasks are presented as following: Firstly, 'realizing the truth of the desire of Agape'.' Secondly, 'practicing the desire of Agape in daily life.' The third is 'the reconstruction of curriculum by life cycle' are suggested. They include the fetal life, infants and preschool children life, and childhood life. In further study, it is required to contain adolescent period. It will be useful to help them to recover their self-esteem with the experience of true love, especially, out-of-school young generation overcome negative perspectives and prejudice in the society, and challenges to their dreams and future through proper utilization of the study outcome. The outcome of this study, which presented practical curriculum development of the education for love based on the understanding of psychoanalytic 'desire of subject' can be used as basic teaching materials for our future generations. Furthermore, the results can be used as a resource for educating ministers and lay leaders in the religious world to build capabilities to heal their inner side as well as the society that is tainted with various forms of conflict. These include general conflicts, anger, pleasure and addiction, depression and suicide, violence and murder, etc. The study outcome can contribute to the prevention of antisocial incidents against humanity that have recently been occurring in our free-semester system implemented in all middle schools across the country to be operated effectively. For example, it is possible to provide the study results as lecture and teaching materials for 'character camp' (self-examination and self-esteem improvement training) and 'family healing camp' (solution of a communication gap between family members and love communication training), which help students participate in field trip activities and career exploration activities voluntarily, independently, and creatively. Ultimately, it can visibly present the convergent research performance by providing the study outcome as preliminary data for the development of lecture videos and materials including infant care and preschool education, parental education, family consultation education, and holistic healing education. Support from the religious world, including the central government and local governments, are urgently required in order for such educational possibilities to be fulfilled both in the society and the fields of church education and to be actively linked to follow-up studies.