• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.201-218
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• 2007

This study is a quasi-experimental study to find out the effect of school library-assisted instruction on middle school students' self-directed learning ability in Home Economics Education. For this purpose, the following research questions were established. 14 hours of school library-assisted instruction and traditional lecture were carried out to 164 9th grade female students(82 of experimental group, 82 of comparison group) of a girls' middle school in Jinju, Gyeongnam. To verify the instructional effect, a pre-test and a post-test for self-directed learning ability were carried out. SPSS 12.0 was used for statistical analysis. For statistical analysis, reliability analysis, frequency analysis, x2-test, t-test, repeated measures-ANOVA, and bivariate analysis were used. The results of this research were as follows: First, there was a statistically significant difference between experimental group and comparison group in the self-directed learning ability in all the subordinate items. Second, the change of self-directed learning ability by grade within the experimental group showed no interactional effect in all the sub-items except problem solving ability. Problem solving ability showed a meaningful difference in the rate of grade rising in accordance with academic achievement level and a higher synergy effect was shown in the low academic achievement group. Third, the experimental group showed a higher rate of rising in the self-directed learning ability than the comparison group, and the low academic achievement group showed a higher rising rate of grade than the high academic achievement group. Based on the results of this research, we concluded that the school library-assisted instruction was effective in enhancing middle school students' self-directed learning ability especially for the low academic achievement group.

• Journal of Periodontal and Implant Science
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• v.35 no.2
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• pp.321-333
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• 2005

1. 목적 in vitro 상에서 법랑기질유도체가 치주인대섬유아세포, 불멸화 조골세포와 백악질 유래세포의 증식과 유전자 발현에 미치는 영향을 알아보고자 하였다. 2. 연구방법 및 재료 <세포증식 연구> 교정을 목적으로 발거한 치아에서 분리, 배양한 치주인대섬유아세포와 백악질유래세포, 그리고 $SaOs_2$ 세포를 이용하였다. 법랑기질유도체가 세포 증식에 미치는 영향을 알아보기 위해, 35 mm Petri dish에 dish 당 $5{\times}10^3$ 개의 세포를 접종하였다. 대조군은 1% 항생제와 10% FBS를 포함한 DMEM 배지를 이용했고, 5mM 초산을 첨가한 군과 첨가하지 않은 두 개의 대조군이 이용되었다. 실험군은 100 ${\mu}g/ml$의 법랑기질유도제를 첨가한 군과 100 ${\mu}g/ml$의 법랑기질유도체와 5 mM의 초산을 첨가한 2개의 실험군이 이용되었다. 각 군은 세 개의 배양접시에 행해졌고, 1, 3, 8일에 세포의 수를 각각 측정하였다. 결과는 repeated measures ANOVA로 통계 처리하였다. <유전자 발현 연구> 각 세포의 형질 특성을 알아보기 위해 RT-PCR을 실시하여 조골세포 분화 표식자와 연관된 Human collagen type I(COL I), human osteopontin(OP), human osteocalcin(OC), human alkaline phosphatase(ALP)와 human bone sialoprotein(BSP)의 mRNA 발현을 실험 1, 3, 8일에 걸쳐, 세 군의 차이를 비교 관찰하였다. 3. 결과 <세포증식 연구> 치주인대세포와 백악질유래세포, 그리고 $SaOs_2$ 세포의 증식은 법랑기질유도체에 의해 영향을 받지 않았다. 대조군과 초산이 포함된 대조군 그리고 법랑기질유도체와 초산이 포함된 실험군에서 유의할 만한 세포 수의 차이가 실험 기간 1, 3, 8일에 걸쳐 나타나지 않았다(p<0.05). <유전자 발현 연구> ALP와 COL I은 세 군의 세포에서 모두 발현되었고, 발현 정도는 EMD에 영향을 받지 않았다. OC은 세 군에서 모두 비교적 약하게 발현되었고, 특히 $SaOs_2$ cell과 백악질유래세포에서 약하게 발현되었다. EMD는 OC의 발현정도를 약하게 하였다. OP은 백악질유래세포에서 1, 3, 8일에 걸쳐 EMD 유무에 관련 없이 발현되지 않았다. 그러나 치주인대세포와 $SaOs_2$ cell에서는 강하게 발현되었다. BSP는 치주인대세포와 $SaOs_2$ cell에서 1, 3, 8일에 걸쳐 비교적 고르게 발현되었다. EMD 배지에서 배양된 백악질유래세포는 8일에는 BSP가 발현되지 않았다. 4 결론 이번 실험 결과에 의하면 법랑기질유도체는 치주인대세포, 불멸화 조골세포와 백악질 유래세포의 증식에 있어 유의성 있는 효과를 나타내지 않았다. 그러나, 유전자 발현에 있어서는, 치주인대세포와 백악질유래세포, 그리고 $SaOs_2$ 세포 모두에서 OC mRNA의 발현을 억제하는 효과를 나타내었다. EMD는 세포의 증식에는 영향을 미치지 않지만, 유전자 발현에 있어 일부 영향을 미치는 것으로 보인다. 법랑기질유도체가 세포의 증식과 유전자 발현에 미치는 영향은 배양된 세포의 형질특성, 배양환경, 배양일수 등에 따라 달라질 수 있다. 그러므로 법랑기질유도체가 in vitro 상에서 세포에 미치는 영향은 보다 정량화된 연구가 필요하다.

• Research in Community and Public Health Nursing
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• v.12 no.3
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• pp.795-814
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• 2001

To evaluate the effect of sex education on middle school students' access to the obscene online computer and video film contents. 154 students were selected as experimental group. and 154 students were selected as control group, sampled randomly from Andong. Kyungbook, Korea. An analysis was performed. A non-equivalent control group pre test-post test research design was used. The data were collected from April 2nd to April 19th. 2001. A pre-survey was done on general characteristics and the condition of accessing obscene online computer and video film contents on both experimental and control group. From the survey results information. sex education contents were put together. The researcher organized 3 ready-made sex education program and explained to the four school health nurses about the ready-made sex education program step by step and they educated their selected students with three classes of 45 minutes lecture. Two weeks after the last lecture, a post-test was conducted. Four weeks from the last lecture, another post-test was conducted. The existing studies by Choi Yongseon(1998) and Kim Hyeok(1998) were reviewed and two professors in the department of community health nursing advised on the study questionnaire writing. An SPSS Win 10.0 was used. The data of respondents' general characteristics were analyzed using frequency and percentage. $X^2$ test was used to verify the homogeneity of the experimental group and the control group. Repeated Measures ANOVA was used to find out whether sex education had an effect on the awareness of obscene online computer and video film contents and under-age prostitution through the online computer networks. and time and frequency of access to the obscene online computer and video film contents. The results of the study are as follow. 1. The results of the verification of homogeneity between the experimental group and the control group showed that there was no significant difference between the experimental group and the control group. 2. The first hypothesis, 'the experimental group which received sex education would have a higher level of awareness of accessing obscene contents than the control group which did not receive the education' was supported at p<0.0001. 3. The second hypothesis. 'the experimental group which received sex education would have a higher level of awareness of underage prostitution on computer networks than the control group which did not receive the education' was supported at p<0.05. 4. The third hypothesis, 'the experimental group which received sex education would spend time less accessing obscene video and computer contents than the control group which did not receive the education' was rejected at p>.05. 5. The 4-1 hypothesis. 'the experimental group which received sex education would access obscene computer contents less frequently than the control group which did not receive the education' was supported at p<0.0001. 6. The 4-2 hypothesis, 'the experimental group which received sex education would access obscene video contents less frequently than the control group which did not receive the education' was supported at p<0.0001. In conclusion, a systematic step-by-step sex education program should be developed to protect middle school students from the harmful online computer and video film access. An effective teaching material for sex education should be prepared to decrease middle school students' access to obscene online computer and video film contents.

• The Korean Journal of Emergency Medical Services
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• v.12 no.3
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• pp.87-98
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• 2008

Purpose : This study was designed to figure out the necessity of continuing basic CPR education for the higher grade students of elementary school. The assessment contents were knowledge, practice ability, precision level of CPR skills and continuation of the educational efficiency. Methods : Twenty two students of 4th and 5th grade of elementary school in K city in Chungcheongnam-do were recruited for this study. The study method was a control group of non-synchronized design. A preliminary study was done on October 27 in 2006. The main study was performed from February 14 to May 11 in 2007. The researcher adopted the method of Kyung-hui, Kang (1998) such as awareness, attitude and knowledge in control group, emergency medical technician test protocol, Anne/SkillReporter$^{(R)}$ in case of the basic CPR knowledge. Four times of measures were done in shortly after practicing CPR, 4 weeks after the education, 8 weeks after the education, and 12 weeks after the education. By using SPSS/PC+ (version 12.0), the researcher analyzed the collected data based on frequency, percentage, repeated measurement, ANOVA (analysis of variance), and sidak (multiple comparison - sidak). Results : 1) The confidence of people in the control group in terms of practicing CPR showed a statistically meaningful difference (t = 10.230, p = .000) before/after CPR education. Therefore, hypothesis No.1-1 was accepted. 2) The educational necessity of people in the control group showed no statistically meaningful difference (t = -1.695, p = 0.105) before/after CPR education. Therefore, hypothesis No.1-2 was rejected. 3) The knowledge points of people in the control group showed a statistically meaningful difference (t = -7.731, p = .000) before/after CPR education. Therefore, hypothesis No.2 was accepted. 4) The confidence of people in the control group in terms of practicing CRP showed no meaningful difference (F = 2.789, p = 0.072) as time passed. Therefore, hypothesis No.3 was rejected. 5) The knowledge of people in the control group showed a meaningful difference (F = 9.090, p = .000) as time passed. Therefore, hypothesis No.4 was accepted. 6) The capability of people in the control group in terms of practicing CPR showed a statistically meaningful difference (F = 42.795, p = .000) as time passed. Therefore, hypothesis No.5 was accepted. 7) The precision level of CPR skill of people in the control group showed a statistically meaningful difference (F = 25.198, p = .000) as time passed. Therefore, hypothesis No.6-1 was accepted. 8) The precision level of chest compression skill of people in the control group showed a statistically meaningful difference (F = 5.188, p = .003). Therefore, hypothesis No.6-2 was accepted. Conclusion : In a nutshell, CPR education for the 4th and 5th graders of elementary schools had an influence on their confidence in practicing CPR and on their knowledge. This study showed that as time passed. the educational effect declined in terms of knowledge point, capability of practicing CPR, and the precision level of CRP skill. The results of the study could be postulated into the fact that re-education within 8 weeks after the first education was essential to retaining the educational effect. Therefore, we need to vitalize the CPR education for elementary school students repeatedly on a regular basis in order to continue the educational effect after they were grown-ups and to make them play their roles as a first aider.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.521-537
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• 2022

State curiosity and state anxiety in the science learning have a great influence on academic performance and achievement. Since the levels of state curiosity and anxiety can change at any moment, it is essential to identify the levels of student's state curiosity and state anxiety throughout the course of science learning. Accordingly, we assessed the changes in state curiosity and anxiety levels sensed by 5th- and 6th-grade elementary school students depending on their exposure to the violation of expectation. To this end, we classified science learning into three situations: confronting a scientific task, checking the result, and learning science concepts. As a result, there was no significant difference in state curiosity level of the nVOE group who confronting the result consistent with their expectations in checking the result after confronting a scientific task, but the state curiosity level of the VOE group who facing violation of their expectation increased. In the VOE groups, there was no significant change in the state curiosity level of the VOE-R group who correctly inferred the reason for the result, but that of the VOE-FR group who could not correctly inferred increased. The state anxiety levels of the VOE and nVOE groups decreased after checking the result of the task. The state anxiety level also declined in the VOE-R group. In contrast, there was no significant change in state anxiety level of the VOE-FR group. In learning science concepts of the result after checking the result, the state curiosity of the VOE, nVOE, and VOE-FR group all faded. No significant change was observed in the state anxiety level of the nVOE group, whereas the VOE, VOE-R, and VOE-FR group presented a decreased state anxiety. This study discusses the educational implication of these findings and its outcomes are expected to broaden the understanding of emotional states of students in science learning.