• 대한지역사회영양학회지
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• 제21권2호
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• pp.165-177
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• 2016

Objectives: This study attempted to compare adolescents' dietary behaviors and perceptions by gender in order to recommend useful strategies for nutrition interventions. Methods: Subjects were 2,363 middle school (MS) and high school (HS) students. They completed a self-administered questionnaire on their interest in diet and health, dietary perceptions, nutrition knowledge, dietary practices, and dietary environment at home. Data were analyzed using t-test, $x^2$-test, and simple regression analysis by gender and by school groups Results: Overall, girls obtained higher scores than boys did for "interest" (MS: p<0.001; HS: p<0.01), "dietary perceptions" (MS: p<0.001; HS: p<0.01), and "knowledge" (MS: p<0.01; HS: p<0.001). Regarding "dietary practices," no gender differences were observed among MS students, however, among HS students, boys obtained higher scores-reflecting good practices-than girls did (p<0.01). In all subjects, dietary environment at home was strongly associated with dietary practice than other variables (MS boys: ${\beta}$=0.435, p<0.001; MS girls: ${\beta}$=0.492, p<0.001, HS boys: ${\beta}$=0.271, p<0.001; HS girls: ${\beta}$=0.429, p<0.001). Conclusions: We observed gender differences in some of the variables such as knowledge and perception among adolescent students. Educational programs and core strategies that consider these gender differences need to be developed. Specifically, for girls, educational programs should focus on facilitating dietary recommendation adherence, whereas for boys, the program could focus on improving dietary knowledge and perceptions.

• 한국사이코드라마학회지
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• 제21권2호
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• pp.57-72
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• 2018

본 연구의 목적은 중학교 1학년을 대상으로 학교폭력예방 소시오드라마를 실시한 후 학교폭력인식의 효과와 만족도를 분석하는데 있다. 본 연구의 진행은 2018년 4월에 실시하였으며, 실험집단과 통제집단은 S시와 A시 중학교 1학년 각각 12명이다. 연구결과 실험집단의 학교폭력인식 수준은 사전검사 14.50, 사후검사 11.83, 평균 순위 9.33이었다. 통제집단의 학교폭력인식 수준은 사전검사 14.25, 사후검사 13.83, 평균 순위는 15.67이었다. 두 집단 간의 Mann-Whitney의 U 검정 결과 통계적으로 유의하게 나타나, 학교폭력예방 소시오드라마가 효과적이라고 볼 수 있다. 또한 실험집단의 소시오드라마 만족도는 전체 평균이 5점 만점 중 4.71로 매우 높게 나왔으며, 특히 '선생님의 수업진행'에 대한 만족도가 가장 높았다. 본 연구를 통해 중학생을 위한 학교폭력예방 소시오드라마의 보급과 확산을 기대한다.

• Asian Pacific Journal of Cancer Prevention
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• 제15권11호
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• pp.4527-4533
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• 2014

Background: This descriptive and cross-sectional study aimed to investigate effects of cigarette smoking across three generations and perceptions of the smoking-cancer relationship on the cigarette smoking status of Turkish university students. Materials and Methods: The study sample comprised of 434 university students studying in different departments of a university. Data were collected using a socio-demographic data collection form and the Decisional Balance Scaleqand evaluated using the Mann-Whitney U test, CHAID and multiple regression analyses. Results: The average age of the students participating in the study is 19.6+.5.0, some 11.3% of the students reporting that they smoked cigarettes. No statistically significant relationship was ascertained between the cigarette smoking statuses of the students based on the cigarette smoking status of their grandparents (p=0.144). but there was alink to that of their parents (p=0.002). The difference between the cigarette smoking ratios of the students based on their perceptions of smoking-cancer relationship was statistically significant (p<0.001). Believing that there is a relationship between smoking and cancer decreased likelihood of cigarette smoking 3.7 fold. Cigarette smoking by grandparents, and believing that there is a relationship between smoking and cancer, and cigarette smoking by parents explained 8.3% of the cigarette smoking status of the students. Conclusions: While cigarette smoking by grandparents only indirectly influences cigarette smoking by the students, believing that there is a relationship between smoking and cancer, and cigarette smoking by parents are influential variables in determining cigarette smoking by Turkish students.

• 대한간호학회지
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• 제35권1호
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• pp.65-76
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• 2005

Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.Objective: The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program). Method: Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis. Result: Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others. Conclusion: Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.

• 한국의류학회지
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• 제37권6호
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• pp.799-808
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• 2013

Previous research reported that body size measured as Body Mass Index (BMI) and body shape measured as waist-hip-ratio (WHR) are two essential factors that form the perceptions of body attractiveness. However, the debate on the importance of BMI versus WHR is ongoing. In addition, scholarly articles, that focus on the role of geographic and cultural variability on perceptions of attractiveness, report inconsistent results. Some suggested that according to globalization and the rise of mass media, geographic variability of perceptions of attractiveness have been altered, while others believed that it remains. This study cross-regionally investigates the role of body size and body shape on the perceptions of female attractiveness. Samples were composed of 107 female college students in Alabama and 107 female college students in California. Participants viewed 27 three-dimensional body scan images of women in three body shapes (pear, hourglass, and rectangle) and three body sizes (underweight, normal weight, and overweight) and rated their perceptions of attractiveness. Images were shown to students in a random order with an overhead projector and Microsoft Office PowerPoint software. A three-way mixed-ANOVA was conducted to analyze the data. The results of the study showed that some regional differences exist between the two sample groups. However, regardless of the regional difference, hourglass shapes were perceived to be the most attractive shape and underweight sizes were perceived to be the most attractive size for both samples.

• 한국환경과학회지
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• 제20권5호
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• pp.611-621
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• 2011

This study aims to find out an effect of 3 types of environment worksheets used for 5th elementary graders's environmental class on their environmental perceptions and behavior. 104 of 5th graders in M elementary school in Ulsan Metropolitan City were selected and divided into A group(35), B group(34) and C group(35) for this study, and to A group, a class used worksheet of the photo taken clean, unpolluted environment, and to B group, a class used worksheet of the photo taken polluted environment and to C group, a class used worksheet of only text without photo were carried out. The worksheet used class was conducted 5 times, and then after the classes, the student's change in environmental perceptions and behavior by group was put into verification Below are the study results. First, the worksheets used for the environment class have incurred significant differences in student's environmental perceptions by their types. A. B groups were higher than C group in their post-test environmental perceptions score, a statistically significant differences. Meanwhile, statistically insignificant differences appeared in environmental perceptions score between A and B groups. Second, the type of worksheet used for environment class represented considerable differences in he students' environmental behavior. A group was higher than B. C groups in post test environment behavior score, the difference of which was statistically significant. While statistically insignificant difference represented in environmental behavior between B, C groups. Third, the both types of worksheets of the photo of positive environment and that of negative environment appeared to be effective statistically in changing the elementary students' environmental behavior, while the worksheets of the photo of positive environment appeared to be effective statistically in their environmental behavior.

• 대한수학교육학회지:학교수학
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• 제9권2호
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• pp.259-276
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• 2007

본 연구는 수학 수업을 바라보는 교사의 관점과 학생의 관점의 차이를 조사하기 위하여 중학교 2학년의 연속된 수업 10차시를 녹화하고, 녹화된 비디오를 재생시키면서 교사와 학생에 대한 인터뷰를 실시하였다. 이 자료들을 분석하여 여섯 가지 측면에서 괴리 현상을 유형화하고, 유사한 배경이나 성격의 것들을 두 가지씩 결합시켜, 세 가지 측면으로 분류하였다. 첫 번째는 교사와 학생의 입장과 관점의 차이에서 비롯되는 괴리로 '교사의 수업 핵심과 학생의 관심사의 괴리'와 '교사의 실수에 대한 상이한 해석과 반응'이 이에 해당된다. 둘째, 극단적인 교수학적 현상과 관련된 괴리로는 '교사와 학생이 주목하는 측면 사이의 괴리와 형식적 고착' 그리고 '확인형 발문과 토파즈 효과'가 있으며, 세 번째는 특정 교사와 학생 사이에서 발생하는 비 전형적인 괴리로 '학생들의 선호 내용에 대한 인식 차이' 그리고 '학생들의 다양한 요구에 대한 불충분한 대응'이 그 예가 된다. 논문의 마지막에는 이러한 괴리 현상의 극복 방안을 부분적으로 제시하였다.

• 한국식품조리과학회지
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• 제28권6호
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• pp.829-837
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• 2012

This study was investigated seafoods provided by school food service and students' preferences for and perceptions of seafoods. The subjects were 275 second grade(age 14-16) students of 4 middle schools in Gyeongnam. The results were as follows. The most main seafoods intake place was 'home'(65.8%). 'School food service' took meaningful ratio(20.7%) of students' seafoods intakes. In the intake amount of seafoods provided by school food service, 'all' took 22.5%(male 31.6%, female 14.1%), 'more than provided' took 1.5%(male 3.0%, female 0%). Male students ate seafoods more than female students did(p<.001). In seafoods providing frequency, '2~3 times a week' took 74.5%, '4~5 times a week' took higher ratio in males' schools, while '0~1 times a week' took higher ratio in females'(p<.05). In perceptions of seafoods, most subjects had positive perceptions as 'good for health'(3.95), 'various kinds'(3.75) except 'good peculiar smell' got smallest point(2.85). In means of learning about seafoods names, 'by looking at everyday menu' took 64.6%. In taking nutrition education, 'no nutrition education' took 69.5%. In preferences for seafoods using 5-point scale, males' preferences were higher than females'(p<.001). 48.1% of males got higher than 4 point, while 14.1% of females did. In improvement measures of seafoods, 'provide various kinds'(47.3%) took highest ratio. In preferences for seafoods by seafoods kinds, preference for 'crustacean' was highest while preferences for 'shell fish' and 'fish' were relatively low. Both male and female students highly preferred laver, shrimp, swimming crab, small octopus, fish cake and tuna canned goods. Male students' preferences were higher than female students' for most kinds of seafoods. In preferences for seafoods by cooking methods, preferences for 'grilled', 'stir fried', 'pan fried' were relatively high, 'braised', 'deep fried', 'steamed' were relatively low. Males' preferences were higher than females' for every cooking method except 'steamed'.

• 영재교육연구
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• 제25권5호
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• pp.673-696
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• 2015

학생들의 과학과 관련된 직업에 대한 인식은 이공계 직업동기와 과학학습동기에 큰 영향을 미친다. 특히 미래의 국가 과학기술발전의 핵심 동력인 과학영재학생들이 지속적으로 과학을 하는데 있어 과학관련 직업에 대한 긍정적 인식은 중요한 역할을 한다. 이 연구는 언어네트워크 분석법을 통하여 중학교 과학영재와 일반학생들의 과학과 관련된 직업에 대한 인식을 비교 분석하였다. 이를 위하여 학생들이 인식하고 있는 과학과 관련된 직종으로 구성된 네트워크를 구조화 한후, 네트워크 분석을 수행하여 두 집단의 인식 네트워크의 구조적 특성을 확인하였다. 과학영재학생들과 일반학생들의 네트워크를 비교분석한 결과, 첫째, 과학영재들은 일반학생들에 비하여 과학과 관련된 직업의 종류에 있어 다양했으며, 직업명의 구체성이 있었다. 둘째, 물질과학자와 의사는 과학영재와 일반학생 모두의 과학관련 직업 인식망에서 가장 중심적인 위치를 차지하였다. 또한 교수, 컴퓨터 및 수학 관련 직업은 과학영재의 인식망에서는 상대적으로 높은 중심성을 나타낸 반면, 일반학생의 인식망에서는 낮은 중심성을 보이며 과학영재와 일반학생들의 인식의 차이를 확인하였다. 셋째, 기술적 직업은 과학영재와 일반학생들의 인식망의 외곽에 위치하여, 학생들은 기술적 직업을 과학과 관련된 직업으로 쉽게 떠올리지 못함을 확인할 수 있었다. 이 연구는 과학영재 학생들의 진로 지도를 위한 근거 자료로 활용될 수 있을 것이다.

• 한국가정과교육학회지
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• 제28권4호
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• pp.61-77
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• 2016

본 연구는 중학교 1, 2학년 남녀 학생 205명을 대상으로 초등학교 6학년 때 경험한 바느질실습 수업에 대한 인식과 현재의 요구를 알아보고, 중학교 바느질실습 수업 개선을 위한 정보를 수집하거나 시사점을 도출하기 위해 실시되었다. 연구 결과는 다음과 같다. 첫째, 학생들의 실습내용이나 교수 학습 방법에 대한 만족도는 중간값(3.00)보다 약간 높게 나타났다. 수업 평가의 하위 영역 중 참여도가 평균이 가장 높았고 그 다음으로는 흥미도, 난이도, 필요도, 중요도, 활용도 순이었으며 모두 성별에 따른 유의한 차이를 보여 여학생이 남학생보다 바느질실습 수업을 긍정적으로 인식하고 있었다. 따라서 가정교사는 이를 염두에 두고 수업을 설계하거나 성별에 따른 인식 차이의 원인이나 요구를 파악해야 한다. 둘째, 학생들의 바느질실습 수업 평가에 성별, 실습내용, 교수 학습 방법 등이 영향을 미치는 요인임을 확인하였다. 가정교사는 성별이나 학년에 상관없이 실습내용에 대한 학생들의 만족도를 높이기 위해 학생들이 실습내용을 자유롭게 선정하도록 할 필요가 있다. 다양한 실습내용으로 실습하기 위해서는 학생 중심 활동이나 모둠 중심 활동이 이루어져야 한다. 마지막으로 학생들은 생활용품과 장식품을 만들거나 자신이 만들고 싶은 것을 자유롭게 만들기를 희망하였다. 구상한 것을 자유롭게 만들거나 모둠 활동을 통해 모둠 작품을 만드는 새로운 교수 학습 방법에 대한 학생들의 요구는 중간값보다 높게 나타났다. 본 연구에서 조사한 요구나 도출한 시사점을 가정교사가 수업을 설계하는데 반영한다면 바느질실습 수업에 대한 학생들의 인식이 긍정적으로 변화될 것이다.