현상학 연구는 질적 연구방법 중에서도 현상의 이면을 밝혀 그 본질을 도출하는 방법론이다. 이런 본래 의 현상학적 연구의 취지를 살려 연구의 성격에 맞춰 현상의 본질을 드러낼 수 있는 다양한 현상학적 방법 론이 적용될 필요가 있다. 하지만 현상학적 방법론은 현실적으로 지오르지(Giorgi)와 반마넨(Van Manen) 의 방법론에 치우쳐 있는 실정이다. 이런 문제의식을 바탕으로 본 연구자는 청소년의 학교폭력 경험에 적용 한 현상학적 자기평가방법의 분석방법을 고찰했다. 이 방법론은 환원과정이 4단계로 구체적이어서 현상학 의 본래 취지인 본질에 도달하는데 적합하다고 생각한다. 구체적으로 학교폭력 피해학생의 심층인터뷰를 활용해 현상학적 자기평가방법의 환원과정을 이 연구에서 보여주었다. 이 현상학적 자기평가방법은 사회복 지학이나 사회학에서 다루는 현상의 본질을 파악하기에 적합한 연구방법이라 할 수 있다.

An “online respiratory infectious disease nursing simulation course” was developed to strengthen the nursing competency in respiratory infectious disease. Methods: In this methodological study, an “online respiratory infectious disease nursing simulation course” was developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model and evaluated using a one-group pre-post quasi-experimental design to ascertain the respiratory infectious disease knowledge, performance confidence, and clinical performance of 37 nursing students. Results: The online course comprised 17 sessions categorized as follows: seven theory, five at-home laboratory training, two case study, and three simulation sessions. All the nursing students engaged in the course successfully fulfilled its requirements by attending all 17 sessions and passing the clinical performance examination. The knowledge, confidence, and clinical performance (t=-6.60, -10.62, and –6.36, respectively; p<.001 for all) pertaining to respiratory infectious disease significantly increased among participants after the concluding simulation session, compared with their pre-scores obtained prior to the course participation. Conclusion: The “online respiratory infectious disease nursing simulation course” significantly improved the nursing knowledge, performance confidence, and clinical performance ability of nursing students in managing respiratory infectious diseases.

This study compares AI PengTalk’s assessments of Korean children’s pronunciation with the assessments of Korean teachers. Sixty Korean sixth-graders participated as assessees, and four Korean elementary teachers participated as assessors. Both PengTalk and the teachers rated the children’s production of 10 English sentences on a five-point scale. They focused on segmentals, stress-rhythm, intonation, and speech rate. The findings were as follows: Firstly, PengTalk evaluated the children’s pronunciation in the four elements significantly lower than the teachers across all English proficiency levels. Secondly, teachers’ ratings of the students aligned more closely with their pre-evaluated English proficiency levels than the AI PengTalk’s assessments. The teachers rated students at the upper level significantly higher than those at the intermediate level, who were, in turn, assessed significantly higher than those at the lower level in all four elements. Furthermore, AI PengTalk and the teachers differed in the mean order of the four elements, particularly in segmentals. Based on the results of this study, suggestions were made for the development and implementation of AI-based English programs.

In this study, we applied a model of process-oriented English assessments to primary school students during the COVID-19 pandemic and explored how they perceived it. A series of flexible process-oriented assessments were conducted in the first semester of 2022. A survey was administered to 190 fifth-grade students at the end of the semester. The data were analyzed both quantitatively and qualitatively. The respondents were classified into three categories according to their self-rated English levels. The results show that the students appreciated the assessments, and they highly valued the teacher’s feedback. Various opinions were presented on providing opportunities for re-testing, reporting results to parents, writing peer reviews in school records, and mental pressures. The process-oriented assessments were found to be conducive for the majority of the young English learners, although some students from the lower group seemed to have experienced a psychological burden. Based on the findings, suggestions are made for educators in the post-pandemic era.

목적 : 본 연구는 문화적, 사회적, 환경적 특성이 반영된 초등학생들의 작업수행활동 항목을 도출하여 아동 평가 및 부모 상담 시 유용하게 사용할 수 있도록 작업수행활동 평가도구를 개발하기 위한 기초를 제공 하고자 시행하였다. 연구방법 : 문헌 조사를 통해 수집된 항목 분류 및 평가도구의 항목 중 총 645개의 활동 항목을 수집하여 최종 46개의 항목을 선정하였다. 이후 작업치료실행체계-Ⅲ(Occupational Therapy Practice Framework- Ⅲ; OTPF-Ⅲ의 작업 범주와 생활시간조사(2014)의 행동분류를 기준으로 기초 항목 도출 과정을 거쳐 작업치료사 16명, 초등학교 교사 16명, 작업치료학과 교수 8명, 총 40명의 전문가를 대상으로 3차례의 델파이 조사를 시행하여 최종 항목을 선정하였다. 조사도구로는 리커트 척도인 구조화된 질문과 개방형 질문이 혼합된 설문지를 사용하였다. 결과 : 델파이 조사를 통해 수거된 설문지의 응답을 토대로 항목의 적합성을 항목별 중요도, 안정성, 내용 타당도(Content Validity Ratio)로 확인하였고 개방형 질문에 대한 의견을 수렴하여 항목의 삭제, 수정 및 추가 여부를 결정하였다. 이후 OTPF-Ⅲ 작업 범주의 4개 영역, 생활시간조사 행동분류의 7개 영역 에 따라 작업수행활동 29개의 항목을 추출하고 분류하였다. 결론 : 본 연구를 통해 문화적, 사회적, 환경적 배경이 반영된 국내 초등학생의 작업 수행 활동은 29개 항 목으로 최종 도출되었다. 본 연구결과를 바탕으로 향후 임상 작업치료사들이 의미 있는 작업 목표 선정 을 위한 활동평가 도구개발에 활용하고 부모 면담 시 간편하고 유용하게 사용하기를 기대한다.

이 연구는 전 지구적 환경 변화에 대응하려는 인류 공동의 노력에 발맞추어 과학교육 측면에서 기후 변화를 설 명하는 효과적 개념 체계로서 극지 소양 교육의 필요성을 제안한다. 이를 위해 현재 고등학생들의 극지 소양 현황을 양적 검사와 질적 면담을 통해 조사하고 시사점을 논의했다. 연구에 참여한 대상은 2개 고등학교 2학년 학생 329명으 로 극지 소양 원리를 참조해 개발한 진위형 25문항으로 이루어진 검사에 참여했고, 이들 중 13명이 면담에 참여했다.연구 결과, 극지 소양 원리의 일부 영역에서 다소 미흡한 이해와 함께 개념적 공백이 나타났다. 극지의 지리적 특징에 대한 지식이 견고하지 못하고, 빙권의 구성 요소와 주요 특성을 거의 알지 못했다. 이러한 개념의 결손으로 극지 변화 와 전 지구적 기후 변화의 작동 기작을 잘 연결하지 못했다. 학교 교육과정에서 충족되지 못한 개념을 학교 밖 매체로 부터 비판 없이 수용하면서 기후 변화의 기작을 다소 단조롭거나 왜곡되게 인식했다. 한편, 극지와 기후 변화에 대한 모호한 이해와 함께 이를 보완하기 위한 인지 전략으로 언어 정보, 비유, 시각적 관찰 등을 활용했다. 이상의 연구 결 과를 바탕으로 학교 과학 교육과정에 기후 변화를 체계적, 종합적으로 이해할 수 있는 새로운 지식 체계로서 극지 소 양 교육을 도입할 것을 주장했다. 이밖에도 타교과의 극지 소양 관련 지식의 일관성 검토, 기후 변화를 다루는 학교 밖 매체 정보에 대한 비판적 기준 제공, 학생들의 오개념 점검 및 사고 전략 파악 등을 시사점으로 제시했다.

In this study, the PBL class was applied to a Vietnamese video class. 13 learners were divided into 3 groups, and it was examined whether all learners grew toward their learning goals, and if so, through what process they grew. When group 1 announces a task, groups 2 and 3 perform peer evaluation and submit a peer evaluation sheet. For this, group 1 categorized the contents of peer evaluation into reflecting, partially reflecting, revised, and not reflecting to prepare the presentation evaluation sheet. Further, they were required to write a reason why “not reflecting.” A reflection log was also submitted. As a result of the above, the assignments were immediately revised, supplemented, and developed every week through peer and instructor evaluation. Through this process, the instructor learned in detail what kind of reflection the presenter and team members were doing each week. In particular, learners achieved ‘up-leveling’ with the activeness of immediately accepting each other’s strengths while conducting peer evaluations on each other’s presentations. This shows that the weekly assignments are improved, while the competencies of both the presentation team and peers are developed at the same time.

The present study investigated students’ preferences for the types of tasks used to assess English speaking performance. It further examined whether students’ task type preferences affected their perceptions of test effectiveness. One hundred eighty-two high school students responded to a self-report questionnaire. A series of frequency analysis and paired samples t-tests were used for the analysis. The results showed that students’ most preferred task types and their least preferred ones overlapped with each other, suggesting that the task types of English-speaking performance tests used in schools are limited. The four key reasons determining students’ task type preferences were identified, including task difficulty, emotional comfort, practical value, and interest. In addition, the results indicated that students’ task type preferences could affect their perceptions of task effectiveness. Overall, the results suggest the need for developing more varied task types for English-speaking performance tests as well as helping students become familiar with English speaking performance tasks. Pedagogical implications were discussed along with study limitations.

This study was conducted to evaluate the overall dietary habits and nutritional status of 294 elementary school students located in Gwangju using the NUTRILITE nutrition quotient (NQ). The NQ score of the subjects was 59.5 out of 100, which corresponds to the level requiring “monitoring”. Compared to the 64.4 score of students in the 5th and 6th grades of six metropolitan cities, the scores of the present subjects were lower. The NQ components were 57.4 for balance factors, 52.4 for moderation factors, 55.0 for diversification factors, 57.6 for practice factors, and 80.1 for environmental factors. Regarding the characteristics according to the NQ level, the score (61.5 in 7 times/wk vs. 55.3 in 1-2 or none times/wk) tended to be higher in subjects who frequently eat with their families (p<0.001). In conclusion, nutrition education should be provided to students to increase the frequency of meals with their families, to develop a habit of exercising regularly, and reduce the consumption of ramen, cookies, and processed drinks that are frequently consumed. These results can be used as basic data to develop nutrition education programs to improve the dietary habits and nutritional status of students in Gwangju.

This study examined the dietary behaviors and dietary quality of high school students according to the number of times they skipped breakfast. A total of 474 high school students (225 boys and 249 girls) residing in Incheon participated in this survey. The subjects were divided into the three groups according to the frequency of eating breakfast; Regualr (eating breakfast everyday, n=226), Irregualar (eating breakfast 1~6 times/week, n=143, and Skipping (skipping breakfast everyday, n=105). The dietary quality was assessed using a nutrient quotient for adolescents (NQ-A). A higher monthly allowance and a higher rate of working mothers were significantly associated with a higher frequency of skipping breakfast. A higher intake frequency of processed beverages, and street food was significantly associated with a higher frequency of skipping breakfast. Students who had a higher rate of breakfast skipping had significantly lower intake frequency of fruits, white milk, bean and bean products, and fish. The high frequency of skipping breakfast among high school students was associated with lower dietary quality, as illustrated by the low total NQ-A score and sub group score including balance, environment, and practice. This information can inform efforts to provide nutrition education program to promote breakfast consumption and guidelines to students who skipped breakfast frequently.

The purpose of this study was to investigate dietary behavior and nutritional knowledge related to sodium intake in high school students. A questionnaire survey was conducted in 400 high school students (200 boys) in Incheon, Korea. Survey data were analyzed according to gender and degree of obesity. The distribution of the degree of obesity was the highest in 231 normal weight individuals (57.8%), followed by 89 underweight (22.3%), 41 overweight (10.3%), and 39 obese (9.8%). The sodium-related undesirable dietary behavior score was 2.9 points out of 5 points. The detailed dietary behavior scores of ‘I eat kimchi when I eat instant noodles or noodles’ and ‘I like dried fish with salt’ were significantly higher in boys than in girls (p<0.05). It was found that boys consumed more frequently high sodium foods, such as pizza, hamburger, and hotdog than girls. According to the degree of obesity, the underweight group consumed more kimchi fried rice and potato chips frequently than the other groups (p<0.05). Preference for salty taste was not significantly different among the groups by gender and degree of obesity. Sodium-related nutritional knowledge score was 5.3 points out of 10 and which was significantly higher in girls or normal weight group than in boys or obesity group. These results suggest that nutritional education on sodium intake is needed because the nutritional knowledge of adolescents is relatively low. Moreover, intensive nutritional guidance is required, especially in boys or adolescents with undesirable degree of obesity.

Purpose: This study was to develop a clinical competence scale to assess competence of nursing students in postpartum bleeding care in the simulation-based clinical situations. Methods: The assessment items developed with 12 items of 3 point scale. An expert panel of 3 maternity professor reviewed the scale for content validity by using the CVI(Content Validity Index). Following the establishment of content validity, 12 items of the checklist were developed. The simulation-based postpartum hemorrhage nursing education that consisted of four sessions for 6 hours lecture and practice was provided to 32 small groups. Result: The total mean score of clinical competence in postpartum hemorrhage care was 17.34. Items with the highest mean score was 1.88 with ‘introduce myself to the patient'. Items with lowest mean score was 0.19 with 'assess the general conditions'. Reliability of between two evaluation using Cronbach's alpha was .86. Conclusion: This results show postpartum hemorrhage access tool developed this study had reliability and validity. Further studies are needed to determine property of tool in postpartum hemorrhage access tool.

The research on washback of a test has little been carried out in Korea while it has been flourishing in language testing researchers overseas. This paper investigates whether the advent of NEAT has affected the perception of test takers and the teaching/learning practices in English classrooms of Korea. In addition, we also want to investigate the relationship between variables such as perception of test users, teaching/learning practices, and test scores. We carried out a survey with 601 students who were seated at NEAT administered in April 2013 as well as 3,267 third-year high school students who had no experience on NEAT. The analyses revealed some evidence to support that NEAT has an effect on the perception of the participants. However, the analyses also revealed that NEAT was not effective to appeal for a change in teaching and learning practices in English classrooms in Korea.

This study aims to suggest the basic data for PAPS whose operation is at an early stage to gain ef fectiveness in school scene by analyzing the elementary teachers' recognitions about 5 components of PAPS operation - measurement, assessment, treatment, ap

This study was performed to compare the dietary intake and food sources of zinc (Zn), using a database of Zn composition developed in this study, between elementary schoolchildren in a remote rural area (RA, n=58, 9.9±1.7 yrs) and those in an urban area (UA, n=60, 9.4±1.8 yrs) in Chungnam province in Korea. A dietary survey for three days by food record method was performed. All kinds of foods (n=273) consumed by subjects were collected by aliquot sampling method, and the Zn content of these foods were analyzed by wet technique. The results showed that the daily mean intakes of energy, calcium, iron, and vitamin C from diet in the RA were in the range of 49-88% of the Korean DRI (KDRI), while those in the UA were similar to or greater than the KDRI, except for calcium and iron. The daily mean intake of Zn from the RA diet was 7.0±0.5 mg/d (114.1±8.4% of the KDRI), and 16.0±1.0 mg/d (258.3±16.3% of the KDRI) in that of the UA (p〈0.001). The percentage of dietary intake of Zn less than 2/3 of the KDRI was 19.0% in the RA, in comparison to 1.7% in the UA. Those in the RA consumed Zn from plant foods more often than did those in the UA (p〈0.001). Beef rib stew was the food source with highest Zn amount for the total subjects, followed by beef rib meat, roasted; and beef soup w/seasoned red pepper sauce. These results showed that some children in the RA had poor Zn nutrition based upon low intakes and poor food sources of Zn, while overall, children in the UA had good Zn nutrition. Therefore, those in RAs should have their Zn nutrition improved through government policy and nutrition education.

As writing skill is considered important in globalised societies nowadays, the skill is taught and assessed in English classrooms in Korea. As for assessment, however, there are no authoritative rating schemes suggested for classroom testing contexts. Given this lack, this study investigates the applicability of one of the existing scales, the FCE rating scale for writing assessment, to Korean high school contexts through both theoretical considerations and an empirical study. From both the theoretical perspectives and the empirical study, in which three English teachers at Korean high schools were asked to assess 6 writing samples using the FCE scale and to do think-aloud during the assessment, it was found that the FCE scale in this context tends to cause problems for the validity of the assessment. It was, therefore, concluded that, for the sake of validity, this kind of scale cannot be applied to the context for which it was not developed, and that there is a need to develop a rating scale, taking into account the characteristics of test-takers, raters and assessment context in question.

The object of this study is to evaluate the Korean traditional food culture education program which was developed in the prior study. In order to evaluate the effect of the program on the students’ knowledge of traditional food culture and their food habit, the program was practiced for 82 students in 4 elementary schools located in Seoul and Kyungki province during 16 weeks from Mar 1, 2005 to July 23, 2005. The pretest and the post-test were performed using an evaluation tool which is composed of evaluation sections for the perception and knowledge of the Korean traditional food culture, Korean children’s food habit and food preference for the Korean traditional food and fast food. The validity of evaluation was proved through the control group in the pretest and the post-test. Descriptive analysis and paired t-test were performed using SPSS/WIN 12.0 Statistic Package in order to compare the results of the pretest with those of the post-test after the education. The perception of the students who took the class for the Korean traditional food was slightly improved (p<0.05) and their knowledge was also increased (p<0.001) after the education while no difference was found in the control group. Moreover, the subjects’ food habit (p<0.001) and their preference of the Korean traditional food (p<.05) were increased respectively but their preference of the Western fast food was decreased(p<.01). These results indicate that the education program evaluated in this study has the effect of altering the subjects’ food habit or food preference as well as of introducing the knowledge of the Korean traditional food culture.