• Journal of Gifted/Talented Education
• /
• v.25 no.6
• /
• pp.817-836
• /
• 2015

This research focuses on the development of gifted child behavior checklist which feasibly has application on the nation-wide gifted children observation-recommendation method. Corresponding measure has significance as it reflects actual observations of teachers teaching gifted children first-hand and involves measure of importance regarding each characteristic. An open survey on gifted children behavior characteristics lists and specific behavior patterns has been acquired from teachers in gifted education, and the checklist was developed through expert group review, pre-test, and confirmatory factor analysis process. The former checklists have shown several difficulties on application of observation-recommendation on the field due to behaviors that can't be observed in school, less important behaviors, and collide and duplicate behaviors etc. With regard to such problems, problematic clauses were removed based on the observation probability and importance of the behaviors. Ultimately, total of 32 behavior characteristic checklist consisting of ten sub factors(logical thinking, high achievement, originality, perfectionism, creative problem solving, curiosity, task commitment, conversation ability, creativity, passion) and two to three questions on each factor had been drawn. Through internal consistency test and item-total score correlation, each item of the measure has been analyzed to be consistently evaluating corresponding variables. In addition, the result of confirmatory factor analysis showed every item to be weighed appropriately on its sub-factor, strongly suggesting its feasibility on observation-recommendation of elementary gifted children as an appropriate checklist.

• Journal of Preventive Medicine and Public Health
• /
• v.42 no.6
• /
• pp.403-407
• /
• 2009

Objectives : The amount of medical utilization by Medical Aid recipients was 3.7 times that of patients with Korean Medical Insurance. This study aims to describe the surplus medicine and the medication-related utilization, and to determine factors contributing to surplus medicine. Methods : Among those who used copayment-free Class I Medical Aid in 2005, 146,880 subjects who were $\geq19$ year-old and received >365 days medical treatment per year were studied with their case managers by conducting face-to-face interviews. The analytic methods were description, chi-square, t-tests, ANCOVA and multiple logistic regressions. Results : Most subjects were female (68.6%), the elderly (62.5%), and the separated (61.6%), had an elementary graduation or less (74.8%), and had disabilities (33.2%). The percentage of subjects with surplus medicine was 18.5%. However, the percentage of females, the elderly, those with non-disabilities, the separated, the uneducated, those with a very poor perceived health status and those with an economical burden for medical treatment was 19.3%, 18.9%, 19.0%, 19.3%, 19.0%, 20.2% and 24.3%, respectively. For subjects with surplus medicine, averages for the number of used pharmacies, the pharmacy-visit days and the medication costs were 4.6 drugstores, 34.9 days and approximately 1,124 thousand Won(￦). These values were higher than those without surplus medicine (4.4 drugstores, 33.8 days, and ￦1,110 thousand, respectively). The odds ratios of the contributing factors to surplus medicine were female 1.11 (95% CI=1.07-1.14), the elderly 1.06 (95% CI=1.02-1.10), those with non-disabilities 1.08 (95% CI=1.05-1.12), the separated 1.14 (95% CI=1.10-1.18), the unmarried 1.12 (95% CI=1.07-1.18), the uneducated 1.03 (95% CI=1.01-1.08), those with a very poor perceived health status 1.04 (95% CI=1.01-1.08) and experiencing an economical burden for medical treatment 2.33 (95% CI=2.26-2.40). Conclusions : 18.5% of subjects had surplus medicine with a higher mean of medication cost. Therefore, health education and health promotion programs to prevent surplus medicine and to improve the appropriate usage of medication are necessary.

• Education of Primary School Mathematics
• /
• v.24 no.4
• /
• pp.217-231
• /
• 2021

The purpose of this study was to investigate the effects of flipped learning through EBSmath on Students' 'rate and ratio' learning. By increasing demands for change in education, an innovative teaching and learning paradigm, 'Flipped Learning', has been presented and drawing attentions. In South Korea, Flipped Learning is also highly recognized for its effectiveness by many scholars and various media. However, this innovative learning model has limitations in application and expansion due to the excessive burden of class preparation of teachers. As remote learning becomes more active, it would be possible to overcome the limitations of Filliped learning by using the platform provided by the Korea Educational Broadcasting System (EBS). EBSmath is an online learning module that is designed to assist students' self-directed learning. Thus, EBSmath would reduce teachers' burden to prepare mathematics classes for the application of Flipped Learning; and led to students' better understanding of mathematical concepts and problem solving. In this study, the effect of Flipped Learning through EBSmath on learning 'rate and ratio' was investigated. In order to scrutinize the effects of flipped learning, students' achievement and mathematical disposition were examined and analyzed. Students' achievement, specifically, was divided into two subcategories: concept understanding and problem solving. As a result, Flipped learning through EBSmath had a positive effect on students' 'rate and ratio' problem solving. In addition, a statistically significant change was identified in the 'willingness', which is subdomain of students' mathematical disposition.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.2
• /
• pp.336-345
• /
• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total 316 fourth, fifth, and sixth graders attending elementary schools participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, then students were manipulated by classroom goal structure and feedback. Results from multiple regression suggest that students' perception of learning from error has affected by relationships with peers at the most, then relationships with teacher and the type of feedback. Students' perception of risk taking for error also affected by relationships with peers and teacher, then the classroom goal structure. However, no classroom goal structure and feedback affect on their perception of thinking about error to improve their learning as well as error strain. These results imply how classroom climate should be structured to improve perception of errors to improve student's learning.

• Korean Journal of Community Nutrition
• /
• v.24 no.2
• /
• pp.106-116
• /
• 2019

Objectives: This study examined the status of children's favorite foods intake and the relationship with the policy environment based on the Special Act on Safety Control of Children's Dietary Life for suggesting a supportive policy strategy. Methods: The subjects were 4th grade students (n=1,638) in elementary school from 45 schools collected from seven areas (Seoul, Daegu, Daejeon, Gyeonggi, Chungnam, Jeonbuk, and Gyeongnam). The children participated in a self-administered questionnaire survey in class under the supervision of the teacher. The questionnaire consisted of items, such as social demographic characteristics, frequency of intake of the children's favorite foods, and policy cognition. A t-test and ANOVA were applied to explore the relationship between the frequency of children's favorite foods intake and policy cognition. The survey was implemented from August 2016 to September 2016. Results: For the boys, the frequency of 'high-calorie low nutrient foods intake' (HCLN) was significantly higher than that of the girls (p<0.01). For the children who received information on their favorite foods from the internet, the frequency of HCLN was higher than the other sources (p<0.01). The time of TV viewing and computer usage, and smartphone usage was associated with a higher frequency of HCLN, and a lower healthy favorite food intake (all p<0.001). The intake frequency of healthy favorite foods indicated a positive correlation with the policy cognition, including policy perception, usefulness, necessity and buying intention, and educational experience. Conclusions: This study showed a correlation with the frequency of children's favorite foods intake and policy. In particular, the frequency of children's healthy favorite foods intake indicated a meaningful relationship with the policy than the frequency of HCLN. This study also found that the consumption of children's healthy favorite foods was positively correlated with the educational experience. To develop a supportive policy for a good dietary environment for children, there is a need to focus on how to collaborate with multiple levels of influences, such as the national level, school level, and family.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.2
• /
• pp.346-357
• /
• 2019

The purpose of this study was to examine the effects of flipped learning and explore the learners' experiences. Data were collected from 64 students who participated in flipped learning for 7 weeks at N university. The results were as follows. First, after applying flipped learning, learners feel more comfortable learning together and prefer collaborative learning. Second, flipped learning had no significant effects on learner's overall metacognition, but it had positive effects on the awareness and cognitive strategies. Third, flipped learning had no significant effects on academic self-efficacy, but it positively affected the task difficulty preference and confidence of learners who had a lower level of collaborative tendencies. Fourth, flipped learning had no significant effects on SDL ability, but it positively affected the learning plan of learners who had a higher level of collaborative tendencies. Fifth, learners' class satisfaction of flipped learning was generally very high. We suggested a policy, instructional design and strategies for effective implementation of flipped learning.

• Journal of the Korean Data Analysis Society
• /
• v.20 no.6
• /
• pp.3155-3167
• /
• 2018

The purpose of this study was to investigate factor of principals' trust in teachers which principals of secondary school recognized and to explore their needs on building trust in teachers. For this purpose, this study used survey question of which investigated conception of principals' trust in teachers and performed with 296 secondary school principals. First, gap of two statuses was proven by t-test. Second, the order of priority was presented by Borich model. Third, the result of the locus for focus model was presented in the form of coordinate plane. Lastly, top priority and the second priority were determined. The result of this study was as following. 'Class management, instruction, and caring for students' category is highest in needs of secondary school principals on trust in teachers. Next, second priority category is 'partnership with parents'. It means secondary school principals recognize that students and parents are most important on education and their trust in teachers. Based on the review, finding and implications are discussed.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.3
• /
• pp.71-81
• /
• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in the classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total of 316 fourth-, fifth-, and sixth-grade elementary students participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, and then students were manipulated by classroom goal structure and feedback. Multiple regression analysis results suggested that students' perception of learning from error was affected mostly by relationships with peers, followed by relationships with teacher and the type of feedback. Students' perception of risk taking for error was also affected by relationships with peers and teacher, followed by the classroom goal structure. However, classroom goal structure and feedback did not affect their perception of thinking about error to improve their learning as well as error strain. These results imply how the classroom climate should be structured to improve perception of errors to improve student's learning.

• Health Policy and Management
• /
• v.29 no.2
• /
• pp.195-205
• /
• 2019

Background: The food and food service influence the quality of life and the general health condition of older persons living in long-term care (LTC) facilities. Purchasing good food materials is a ground of good food service. In Korea, the residents in LTC facilities should pay for the cost of food materials and ingredients out of their pocket because it is not covered by LTC insurance. This study explored what factors affect the cost of food materials paid by LTC facility residents and which factor affects most. Methods: We used data from the study on out-of-pocket payment on national LTC insurance, which surveyed 1,552 family caregivers of older residents in LTC facilities. We applied conditional multi-level model, of which the first level represents the characteristics of care receivers and caregivers and its second level reflects those of LTC facilities. Results: We found that the facility residents with college-graduated family caregivers paid 11,545 Korean won more than those with less than elementary-graduated ones. However, the income level of family caregivers did not significantly affect the amount of the food material cost of the residents. The residents in privately owned, large, metropolitan-located facilities were likely to pay more than those in other types of facilities. The amount of the food material cost of the residents was mainly decided by the facility level factors rather than the characteristics of care recipients and their family caregivers (intra-class correlation=82%). Conclusion: These findings suggest that it might be effective to design a policy targeting facilities rather than residents in order to manage the cost of food materials of residents in LTC facilities. Setting a standard price for food materials in LTC facilities, like Japan, could be suggested as a feasible policy option. It needs to inform the choice of LTC users by providing comparable food material cost information. The staffing requirement of nutritionist also needs to be reviewed.

• Journal of the Korean Society of Earth Science Education
• /
• v.15 no.1
• /
• pp.47-61
• /
• 2022

In this study, We developed VR (Virtual Reality) geological resources based on the Geo Big Data of the Big Data platform that provided by the Korea Institute of Geoscience and Mineral Material (KIGAM). So students selected the theme of lessons by using these resources and we operated Remote classes using the materials that developed as to Virtual Reality. Therefore, the geological theme maps provided by the Geo Big Data Open Platform were reconstructed and produced materials were created for Study about Real Korean geological outcrops grounded in Virtual Reality. And Topographic information data was used to produce class materials for Remote classes. Twenty students were selected by Random sampling, and data were collected by conducting a survey including interviews to confirm the change in students' perception of remote classes in virtual reality geological data development and the effect of the classes, so data were analyzed through inductive categorization. The results of this study are as follows. First, students showed positive responses in terms of interest, utilization, and knowledge utilization as taking remote classes for developing geological data in virtual reality geological data. This is the result of showing the adaptability of diverse and flexible learning getting away from a fixed framework by motivating and encouraging students and inducing cooperation for communication. Second, students recognized distance education in the development of Virtual Reality geological data as 'Realistic hands-on learning process', 'Immersive learning process by motivation', and 'Learning process of acquiring knowledge in the field of earth science'.