• Nutrition Research and Practice
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• 제8권6호
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• pp.713-718
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• 2014

BACKGROUND/OBJECTIVES: Studies have indicated that university students majoring in nutrition and dietetics or sport sciences may have more obsessions associated with eating attitudes and body shape perception compared to other disciplines i.e. social sciences. Therefore, this study aimed to assess and compare the risk of eating disorders and body shape perception. MATERIALS/METHODS: Data was collected from 773 undergraduate students at the Departments of Nutrition and Dietetics (NDD) (n = 254), Physical Education and Sports (PESD) (n = 263), and Social Sciences (SOC) (n = 256).A socio-demographic and personal information questionnaire, Eating Attitudes Test (EAT-40), Body Shape Questionnaire (BSQ-34), Perceived Figure Rating Scale (FRS) were applied; and body weights and heights were measured. RESULTS: Mean EAT-40 scores showed that, both male and female students of PESD had the highest scores ($7.4{\pm}11.6$) compared with NDD ($14.3{\pm}8.3$) and SOC ($13.0{\pm}6.2$) (P < 0.05). According to EAT-40 classification, high risk in abnormal eating behavior was more in PESD (10.7%) compared to NDD (2.9%) and SOC (0.4%) students (P < 0.05). Students of PESD, who skipped meal, had higher tendency to the risk of eating disorders (P < 0.05). In parallel, body shape perception was found to be marked with higher scores in NDD ($72.0{\pm}28.7$) and PESD ($71.5{\pm}32.8$) compared with SOC ($64.2{\pm}27.5$) students (P < 0.05). Considering BSQ-34 classification, high concern (moderate and marked) for body shape were more in PESD (7.4 %) compared to NDD (5.2%) and SOC (1.9%) students (P < 0.05). The body size judgement via obtained by the FRS scale were generally correlated with BMI. The Body Mass Index levels were in normal range (Mean BMI: $21.9{\pm}2.8kg/m^2$) and generally consistent with FRS data. CONCLUSIONS: Tendency to the abnormal eating behavior and substantial body shape perception were higher in PESD students who have more concern on body shape and were not well-educated about nutrition. In conclusion, substantial concern on physical appearance might affect eating behavior disorders in PESD students.

• 한국조경학회지
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• 제38권2호
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• pp.9-24
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• 2010

본 연구는 조경설계 수업 전반에 대한 학생들의 인식을 조사하고, 설계수업 개선을 위한 방향을 도출하고자하였다. 본 연구는 점차로 대학교육이 절대적인 지식을 전달하는 실증주의적 배경으로부터 학생들 스스로가 지식을 구축해가는 구성주의적 교육방법으로 진화해야 한다는 가정을 둔다. 학생들이 설계수업을 어떻게 경험하고, 느끼고, 이해하고, 평가하고 있는지를 이해하는 것은 이러한 구성주의 철학과 관점을 바탕으로 설계수업을 개선하기 위한 첫 번째 단계이다. 본 연구에서는 설계 스튜디오 교육에 대한 이론적 연구로 교육철학의 변화, 스튜디오 수업의 기원과 변화, 건축분야의 설계 교육의 변화, 그리고 조경교육에 있어서 설계교육에 대한 논의를 고찰하였다. 이를 바탕으로 네 개 대학의 학부생을 대상으로 실시한 설문조사의 내용을 분석하였다. 그 결과, 설계수업은 학생들이 조경설계가로서의 진로를 결정하는데 긍정적 혹은 부정적 영향을 행사하는 것으로 나타났다. 절반 정도의 학생들은 설계수업에 대해 불만을 표시하였으며, 상당한 심적 부담감을 느끼는 것으로 나타났다. 특히 설계과정의 초기단계와 개념을 구체화하는 단계에서 가장 많은 스트레스를 받는 것으로 분석되었고, 진로에 대한 유보적인 집단이 설계수업에 대한 심적 부담감이 가장 큰 것으로 나타났다. 학생들은 스스로의 설계능력에 대해 부정적으로 평가하고 있었으며, 성적이 학생들의 설계능력을 잘 반영해준다고 강하게 믿지 않는 것으로 나타나, 보다 투명한 평가체계에 대한 고민이 이어져야함을 시사한다.

• 의학교육논단
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• 제10권1호
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• pp.35-42
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• 2008

Purpose : Since PBL was first developed by Howard Barrows at McMaster, it has been adopted as one of the best teaching and learning methods in medical schools throughout the world. However, the educational superiority of PBL relative to traditional approaches is less clear. Given the somewhat extensive resources required for the operation of PBL curriculum, this gives reason for concern. The aim of this study is to review experiences of PBL in other medical schools and learn how to implement PBL in our school. Methods : This study was undertaken in two stages. In the first stage, PBL curricular examples in 7 medical schools (University of Pennsylvania, University of Melbourne, University of Maastricht, McMaster University, Flinders University, Harvard medical school. University of California at L.A.) were collected and summarized. In the second stage, a careful search for articles of journals published since 2000 regarding PBL group assessment, effectiveness of PBL and group facilitation skills was conducted. Results : PBL is generally introduced in a core curriculum in undergraduate medical education. Relating to small group assessment, the perception of students has been well developed. but the current PBL assessment tool needs to be revised, to develop thinking skills of students. The PBL graduates considered themselves as having much better interpersonal skills, better competencies in problem solving and self-directed learning than the non-PBL graduates. Tutors used various techniques to raise awareness, facilitate the group process and direct learning. Conclusions : The following three aspects can be regarded as important in this study. First, to implement PBL in our school more effectively, it might be considered, which curriculum content can be best learned with PBL. Second, to enhance students' thinking skills during PBL, a new assessment tool needs to be developed. Third, tutors' competencies are important to facilitate, group process, so it would be worthwhile including in staff development.

• 영어영문학
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• 제56권6호
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• pp.1255-1279
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• 2010

Much has already been learned about what goes on in the minds of second language writers as they compose, yet, oddly enough, until recently little in the L2 research literature has addressed writing and mental imagery together. However, images and imaging (visual thinking) play a crucial role in perception (the basis of mental imagery), in turn, affecting language, thinking, and writing. Many theorists of mental imagery also agree that more than just language accounts for how we think and that imagery is at least as crucial as language. All of these demands, to be sure, are compounded for EFL students, which is why I investigate EFL students' writing process, focusing on the use of mental imagery and its relationship to the writing. First I speculate upon some ways that imagery influences EFL students' composing processes and products. Next, I want to explore how and whether the images in a writer's mind can be shaped effectively into a linear piece of written English in one's writing. I studied two university undergraduate EFL students, L and J. They had fairly advanced levels of English proficiency and exhibited high level of writing ability, as measured by TOEFL iBT Test. Each student wrote two comparison and contrast essays: one written under specified time limitations and the other written without the pressure of time. In order to investigate whether the amount of time in itself causes differences within an individual in imagery ability, the students were placed under strict time constraints for Topic 1. But for Topic 2, they were encouraged to take as much time as necessary to complete this essay. Immediately after completing their essays, I conducted face-to-face retrospective interviews with students to prompt them for information about the role of imagery as they write. Both L and J have spent more time on their second (untimed) essays. Without time constraint, they produced longer texts on untimed essay (149 vs. 170; 186 vs 284 words). However, despite a relatively long period of time spent writing an essay, these students neither described their images nor detailed them in their essays. Although their mental imagery generated an explosion of ideas for their writings, most visual thinking must merely be a means toward an end-pictures that writers spent in purchasing the right words or ideas.

• 한국콘텐츠학회논문지
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• 제18권9호
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• pp.648-660
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• 2018

본 연구는 전문대학 학사학위 전공심화 교육과정 만족도의 주관적 인식을 파악하고자 전공심화과정 호텔 조리학과 재학생을 대상으로 Q방법론을 적용하였다. 연구의 목적은 전공심화 교육과정 만족도의 구조를 유형화 하며, 전공심화 교육과정 만족도에 관한 유형들 간의 특성을 기술하고 분석하여 향후 시사점을 제시하고자 한다. 유형분석 결과, 총 6가지로 도출되었다. 제 1유형(N=5) : 전공심화과정 교수법 만족형(In-depth major curriculum teaching method satisfaction type), 제 2유형(N=4) : 실기중심 수업 만족형(Practical learning class satisfaction type), 제 3유형(N=3) : 현장 중심 수업 만족형(Place centered class satisfaction type), 제 4유형(N=3) : 취 창업 중심 수업 만족형(Employment Establishment centered class satisfaction type), 제 5유형(N=3) : 이론중심 수업 만족형(Theory centered class satisfaction type), 제 6유형(N=2) : 일 학습 병행 수업 만족형 (Work learning concurrent class Satisfying type)으로 각각의 유형마다 다양한 특징이 있는 것으로 분석되었다. 향후 전문대학 학사학위 전공심화 교육과정에 관한 연구에서는 많은 문헌과 실증연구를 바탕으로 보다 세밀한 Q방법론적인 질문과 분석기법으로 수정 보완하여, 응답자들의 다양한 의견을 보다 구체적이며 객관적으로 분석하고자 한다.

• 한국산학기술학회논문지
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• 제14권7호
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• pp.3338-3348
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• 2013

본 연구는 여자대학생을 대상으로 식생활 습관, 체형 및 체중조절태도와 피로자각증상과의 관련성을 검토할 목적으로 대전광역시의 6개 대학에 재학하고 있는 1~4학년 여자대학생 508명을 대상으로 2012년 4월 1일부터 5월 31일까지의 기간 동안에 자기기입식조사표(self administered questionnaire)에 의해 설문조사 하였다. 조사내용은 조사대상학생들의 기본적 속성 및 일상생활 상황, 식생활습관, 체형 및 체중조절 태도, 피로자각증상에 관한 항목으로 구성하였다. 연구결과, 피로자각증상에 영향을 미치는 변수로는 한 가지 음식만의 식사. 외식 빈도, 저녁식사의 섭취상황, 인스턴트식품 섭취빈도, 시리얼 및 아이스크림 섭취빈도, 콩류 및 콩 제품류 섭취빈도, 우유 및 유제품류 섭취빈도, 설탕의 과잉섭취에 대한 주의, 식염의 과잉섭취에 대한 주의, 체형의 자기평가, 체중조절의 지향 등의 식생활습관, 체형 및 체중조절 태도에 관련된 여러 변수들이 유의한 변수로 선정되었다. 따라서 건전한 식생활습관을 하기 위한 노력이나 보다 더 객관적인 평가에 의한 체형 및 체중조절의 자기평가가 이루어지도록 노력하는 것이 필요하다고 본다.