Earticle

이 연구는 초등학생의 인권감수성 함양을 위해 AI 로봇을 활용하는 교육프로그램을 개발하고 초등 학교 교육과정에서의 적용 가능성을 판단하여 향후 관련 교육자료 개발에 참고할 수 있는 자료를 제공 하는 데 그 목적으로 수행되었다. 연구의 핵심 결과를 바탕으로 한 결론은 다음과 같다. 첫째, 이 연구에서는 ‘AI이거다’ 플랫폼과 ‘레고 스파이크 프라임’ 이라는 에듀테크 도구를 활용하여 ‘인권을 고려한 제품 만들기’라는 주제로 제품을 제작하도록 설계하였는데, 실과를 중심 교과로 하고 사회와 도덕 교과와의 교과 통합형 프로그램으로 설계된 총 12차시 분량의 AI 로봇을 활용한 교육프로 그램을 개발하였다. 사용자와의 공감을 통해 문제를 명확하게 파악하고 이를 해결할 수 있는 창의적인 아이디어를 내서 프로토타이핑과 테스트 과정을 거치는 디자인씽킹 프로세스(IDEO, 2003)의 문제해결 전략을 활용하였다. 둘째, 개발된 AI 로봇 교육프로그램은 초등학생들의 인권감수성 함양에 도움을 줄 수 있음을 확인할 수 있었다. AI 로봇을 활용하여 실제 인권 침해 상황에 놓인 사용자를 위한 제품을 직접 개발하는 과정 에서, 학습자들은 인권 침해 상황을 민감하게 인식하고, 그 결과를 예측하며, 문제 해결에 대한 책임감 을 효과적으로 함양할 수 있었던 것으로 해석될 수 있다.

This study was conducted for the purpose of developing an educational program utilizing AI robots to foster human rights awareness in elementary school students, assessing the applicability in the elementary school curriculum, and providing reference materials for the development of related educational materials in the future. The conclusions based on the key results of the study are as follows. First, students were designed to create products using the ‘AI This is’ platform and the edutech tool ‘Lego Spike Prime’ under the theme of ‘Making Products Considering Human Rights’. A total of 12 lessons of AI robot education programs were developed, which were designed as a curriculumintegrated program with social and moral subjects, focusing on practical arts. The problem-solving strategy of the design thinking process (IDEO, 2003) was utilized, which clearly identifies problems through empathy with users, generates creative ideas to solve them, and goes through a prototyping and testing process. Second, it was confirmed that the developed AI robot education program can help foster human rights awareness in elementary school students. In the process of developing products for users in real human rights violation situations using AI robots, it can be interpreted that learners were able to sensitively recognize human rights violation situations, predict the results, and effectively foster a sense of responsibility for problem solving.

Purpose: This study aimed to develop a multicultural education program for Mother and Baby Unit (MBU) nurses by using concept mapping, and to evaluate its effectiveness in enhancing the nurses’ cultural competence and multicultural acceptance. Methods: This study utilized the ADDIE model to design and implement a concept mapping-based multicultural education program for MBU nurses in a quasi-experimental pre- and post-test design. This program was structured into five sessions, each incorporating the use of concept maps to facilitate self-reflection and critical thinking. All sessions were conducted using the online Zoom platform, allowing participants to engage without restrictions on time or location. A total of 53 nurses participated, with 26 assigned to the experimental group and 27 to the control group. The program’s effectiveness was assessed through changes in cultural competence and multicultural acceptance, measured using validated scales. Results: The results demonstrated significant improvements in both cultural competence and multicultural acceptance in the experimental group compared to the control group, supporting the hypotheses that such educational interventions can enhance nurses’ ability to provide culturally appropriate care. Conclusion: Concept mapping fosters self-reflection and critical thinking, effectively increasing MBU nurses’ cultural competence and multicultural acceptance. This study offers a practical framework for integrating multicultural education into nursing training, ultimately improving care for foreign mothers and reducing the challenges faced by MBU nurses.

본 연구의 목적은 대학평생교육 활성화 전략과 프로그램 과제 개발 사례를 바탕으로 그 과정에서 나타나는 다양한 이해당사자들의 정치역학적 현상과 협상적 태도를 분석하는 것 이다. 이를 위해 참여관찰법과 다양한 이해관계자들을 대상으로 한 초점집단 면담조사 (FGI) 등 질적인 연구방법과 평생교육 프로그램 운영 실태와 현황에 대한 조사와 평생교육 수강생들을 대상으로 하는 인식과 개선의견 조사 등 양적 연구방법을 혼합하여 활용하였 다. 연구분석은 전략 수립과 프로그램 과제 개발업무 진행 과정에 따라 사전탐색―시안 마 련 과정―시안 검토―실행방안 수립 착수 등 4단계로 이루어졌고, 각 단계별로 참여 주체 들의 관심사와 정치역학적 맥락, 그리고 협상 양상 등을 분석하였다. 연구결과 대학 구성 원들은 물론, 지역사회의 대학평생교육 수요자 또는 기관 모두 각자가 추구하는 이해관계 와 관심사를 바탕으로 각기 다른 의견과 입장을 개진하고 있었다. 이들은 또한 과제책임자 인 연구자와 대학의 장과 전략 및 방향 수립과 관련 자원배분을 위한 실행방안 수립에 있 어 협상하는 것은 물론, 이해당사자 상호 간에도 협상적인 태도를 보였다. 특히 국립대학 의 평생교육프로그램 개발에 있어 여타대학은 물론, 지역사회 평생교육기관과는 차별화된 전략과 세부프로그램 개발이 필요하다는 데에 공통적인 관심사를 개진하였다. 본 연구를 통해 대학평생교육 프로그램 개발에 있어 Cervero와 Wilson의 정치협상모형은 여전히 유 효한 분석 틀로서 의미가 있다는 점을 확인하였다. 본 연구는 프로그램 개발자는 참여 주 체들의 이러한 정치적 속성과 협상의 본질, 권력관계 등에 대한 이해를 바탕으로 프로그램 수혜자인 성인학습자와 평생교육기관들에게 보다 큰 이익과 목표에 기여하는 방향으로 책 무성을 발휘해야 함을 시사한다.

The purpose of this study was to analyze the political dynamics and negotiation aspects among various stakeholders involved in the development of lifelong education strategies and program initiatives based on case study related to the activation of university lifelong education. To achieve this, the researcher employed qualitative research methods such as participant observation during the entire process of the case study, focus group interviews with various stakeholders, and quantitative research methods including surveys on the state and status of lifelong education programs and feedback from lifelong education students. The research analysis was conducted in four stages: preliminary exploration, draft preparation, draft review, and initiation of implementation plans, with a focus on the interests, political context, and negotiation dynamics of participants at each stage. The results revealed that both university members and lifelong education program beneficiaries in the local community expressed diverse opinions and perspectives based on their respective interests. They actively engaged in negotiations not only with the project lead researcher but also among themselves regarding resource allocation for strategic planning and direction-setting within the university. Notably, the development of lifelong education programs at national universities requires differentiated strategies and detailed program design, which was a common concern among stakeholders. Overall, this study reaffirms the continued relevance of Cervero and Wilson’s political negotiation model in the development of university lifelong education programs. Program developers should leverage their understanding of the political attributes and negotiation dynamics of participants to contribute to the greater benefit and goals of adult learners and lifelong education institutions.

본 연구는 영유아 건강을 위한 미세먼지를 예방하고 관리할 수 있기 위해 QR 코드를 이용한 E-book 기반 미세먼지 예방 교육 프로그램 모형을 개발하고자 하였다. 이에 아동건강 전문가 2명과 영유아 교육전문가 3명의 심도 깊은 토론을 통해 미세먼지 예방을 위한 유아건강교육 프로그램 모형을 개발했으며, QR 코드를 이용한 E-book을 개 발하였다. QR 코드를 활용한 e-book 기반의 미세먼지 예방교육 프로그램 모형은 만 5세 유아를 대상으로 현장 적합 성 및 교수매체로서의 적절성을 검증하였다. 연구결과, 첫째, QR 코드를 이용한 E-book 기반 미세먼지 예방 교육 프로그램 모형은 감상활동-핵심활동-마무리활동의 3단계를 거쳐 개발되었다. 둘째, QR 코드를 이용한 E-book은 미 세먼지 예방 교육 프로그램에 적용가능한 유용한 교수매체이다. 결론적으로, 개발된 QR 코드를 활용한 e-book 기반 미세먼지 예방교육 프로그램은 영유아의 미세먼지에 대한 민감성을 높이고, 영유아교육 분야의 미세먼지 예방 및 건강 관리 활동을 위한 적절한 교육방법으로 활용될 것이다.

This study was to develop the health education program model of young children based on e-book using QR code to prevent and manage fine dust. We developed program to prevent and manage fine dust for young children’ health through in-depth discussions with 2 young children's health experts and 3 young children education experts, and developed the e-book using QR code. The program model for fine dust’s prevention education based on e-book using QR code was verified for suitability as a field adaptation and teaching medium for 5-year old. The results of this study are as follows: First, the program model for fine dust’s prevention education based on e-book using QR code was developed through 3 stages of appreciation activity-central activity-finishing activity. Second, the e-book using QR code is a useful teaching medium applicable to fine dust’s prevention education program. In conclusion, the e-book-based fine dust’s prevention education program using QR code will be used as an appropriate education method for fine dust’s prevention and health management activities in the field of education for young children.

Background/Objectives: This study aims to apply a structured nursing process education program and test the effectiveness of nursing college students in order to effectively conduct case studies in their first clinical practice. Methods/Statistical analysis: This study is a methodological study to develop a structured nursing process education program suitable for the competency of first time nursing clinical practice college students for the first time through literature review and a group of experts. Findings: The results of case studies of clinical practice students by applying the structured nursing process education program are as follows. In the first clinical practice, anxiety about the patient case study nursing process was reduced. It strengthened the learning ability of clinical practice students. The application of the structured nursing process education program increased satisfaction with teaching methods. Through structured nursing process education, quantitative studies are conducted to determine whether the academic competency of clinical practice students has increased. Improvements/Applications: It is suggested that the structured nursing process program be modified to be used in various nursing area.

This study is a follow-up study to a previous study that analyzed the process of participants with different brain tendencies using content through user interviews in developing a mobile application that reflects theories related to brain information processing. By reflecting the guidelines obtained through prototype development and user research, a responsive web that can be used in educational settings was developed. This study utilized the characteristic that Chinese characters are created by visualizing images and applied it to art education, where visual images are important in learning. Based on research on the differences in information processing methods between the left and right brains, this content was developed following the guidelines of a previous study that reflects the characteristics of information processing that differ depending on the user's brain tendencies, and we hope that it will be helpful in educational settings.

2020년 대한민국에서는 COVID-19의 전파 예방을 위해 각종 모임이나 행사가 제한되고 있다. 그러나 보건소 재난담당자들에 대한 재난의료지원 교육은 지속해야 한다. 재난의료지원 교육프로그램에는 이론 교육과 도상 시뮬레이션 훈련이 필수로 요구된다. COVID-19 상황에서 온라인플랫폼을 이용한 재난의료지원 교육프로그램 운영의 경험을 바탕으로 개선된 교육프로그램의 구성을 제안하고자 한 다. 2020년 6월, 17개 시⋅군 보건소의 재난담당자를 대상으로 충남재난의료지원 교육프로그램을 온나라 화상시스템을 이용하여 이론 교육과 온라인 도상훈련을 시행하였다. 일반적 특성 및 온라인 교육에 대한 사전경험, 교육 만족도, 교육 필요성에 대한 설문조사를 하였고 교육 이해도 점검을 위한 교육후 평가를 진행하였다. 보건소 재난담당자를 대상으로 효과적인 온라인 플랫폼을 이용한 재난의료지원 교육프로그램을 위해서는, 교육수강 장소, 시간 및 온라인 교육장비가 확보되어야 하 며, 통신장애 발생을 줄이기 위한 노력과 더불어 전달성을 높이기 위해 전문화된 콘텐츠 및 다양한 영상강의 기법을 활용하고, 실재감을 높이기 위해 양방향 소통을 시도하는 강사와 교육생 모두의 노력이 필요하다.

Since 2016, the education program for disaster medical assistance staff has been opened on an annual basis in South Korea. Traditionally, the program was composed of theory lectures about disaster medical assistance, and also a table-top simulation. Under COVID-19 (coronavirus disease-2019) restrictions, any type of meeting or training program, at any administrative agency, was restricted under South Korean social distancing guidelines. Therefore, most meetings, education or training programs have been conducted online. These education programs are quite different to face-to-face education programs. Also, the education program must include simulation training, as it is an important course component. Recently, we conducted a survey enquiring about the general characteristics and experiences of online education for trainees. Similarly, we also analyzed the results of our first online education program so as to develop new and optimal online education programs for staff. Going forward, we will incorporate online education environments for trainees and instructor expertise to ensure good online communication channels.

본 논문에서는 유아의 건강 교육을 위해 건강 주제의 그림책 스토리텔링과 IoT 스마트 헬스케어 디바이 스를 활용한 유아건강교육 프로그램 모형을 개발하고자 하였다. 이 프로그램 모형은 그림책과 ICT 기술의 융합형 교수방법을 적용한 것으로 유아의 건강 관련 지식 및 개념의 확장과 건강 태도의 변화 등의 긍정적 효과를 유발 할 수 있다. 본 연구에서 개발된 프로그램은 유아의 건강 관련 지식 및 개념 뿐만 아니라 건강 증진 활동에 대한 인식인 건강 리터러시를 향상시키기 위해 설계되었다. 유아건강교육 프로그램 모형의 개발 절차와 건강 그림책 스 토리텔링 절차는 5단계를 거쳐 개발되었다. 연구결과, 첫째, 유아건강교육 프로그램 모형은 건강동화 제작, 건강동 화 감상, IoT 헬스케어 스마트 디바이스 적용, 유아건강교육 활동안 작성, 유아건강교육 활동안 전문가 타당도 검 증, 유아건강교육 활동 적용 및 수정,보완, 유아건강교육 프로그램 개발 완료의 단계를 거친다. 둘째, 유아건강교육 프로그램 내용은 신체건강, 영양, 정신건강 등 내용이었다. 본 연구는 유아의 흥미를 유발할 수 있는 건강 주제 관 련된 그림책 스토리텔링과 유아의 발달에 적합한 IoT 스마트 헬스케어 디바이스를 활용하여 건강교육 프로그램 모형을 개발함으로써 유아교육, 아동간호학, 유아교육학, 교육공학 및 컴퓨터교육학 등의 학문적 및 교육적 측면에 서 융합형 교수법의 기반을 마련하였다는 점에서 시사하는 바가 크다.

In this paper, we aimed to develop a model of an early childhood health education program that utilizes health-themed picture book storytelling and IoT smart healthcare devices for early childhood health education. This program model applies a convergence teaching method of picture books and ICT technology, and can induce positive effects such as expansion of young children's health-related knowledge and concepts and changes in health attitudes. The program developed in this study was designed to improve not only young children's health-related knowledge and concepts but also health literacy, which is awareness of health promotion activities. The development process of the early childhood health education program model underwent five stages, and the health storybook storytelling procedure was developed through five steps. The research results are as follows:First, the early childhood health education program model involves the following steps: creating health stories, appreciating health stories, applying IoT healthcare smart devices, Applying and Revising Early Childhood Health Education Activities, Completing the Development of the Early Childhood Health Education Program. Second, the content of the early childhood health education program included physical health, nutrition, and mental health. This study has great implications in that it has laid the foundation for convergence teaching methods in academic and educational aspects such as early childhood education, child nursing, early childhood education, educational technology, and computer education by developing a health education program model that utilizes picture book storytelling on health topics that can stimulate young children's interest and IoT smart healthcare devices that are suitable for young children's development.

This study was conducted to develop a forest education program through middle school curriculum linkage. We used the ADDIE model, comprising the five phases of Analysis, Design, Development, Implementation and Evaluation, to secure the objectivity of the program. In the Analysis phase, middle school textbooks were analyzed while considering middle school students’ needs for curriculum linkage and the developmental stages of adolescents. The Design phase focused on promoting an understanding of curriculum subjects based on what was reviewed in the Analysis phase and concretized and organized a program that can be implemented in the forest, with a focus on science and physical education, based on the results of middle school students’ needs. We also established the objectives and goals of curriculum linkage forest education, established the concept of the program, and selected the educational contents, teaching-learning methods, and evaluation methods. In the Development phase, we developed a 2-night, 3-day program linkage with the middle school curriculum and created a manual for instructors and a workbook for students. In the Implementation phase, we revised and supplemented the program through the first test operation with 24 students in their second year of middle school, after which, we carried out a six-session program for the 2-night, 3-day as the second test operation with 17 students in their second year of middle school. In the Evaluation phase, the program was evaluated by the students who participated in the second test operation using questionnaires on satisfaction and curriculum linkage understanding as well as rating scales for attitudes toward forests and environmental sensitivity. The results showed that middle school students showed positive significance in satisfaction and understanding of the middle school curriculum as well as attitudes toward forests and environmental sensitivity through the forest education program.

본 연구는 노인 돌봄에 대한 이론과 실습교육이 융합된 노인간호 교육프로그램을 개발하고 간호학생에게 적용 하여 노인에 대한 태도, 간호실천 의지 및 글로벌 역량에 미치는 효과를 파악하기 위해 시행되었다. 비동등성 대조군 전·후 유사 실험 연구로 연구대상자는 충청남도 A시 소재의 간호학과 2학년 학생으로 실험군 17명 대조군 19명이었 다. 인성함양, 역량개발, 글로벌 역량개발, 지역공헌을 포함한 노인간호 융합교육프로그램은 2017년 8월 28일부터 2017년 12월 8일까지 80시간 동안 진행 되었다. 프로그램을 적용받은 실험군은 대조군과 비교하여 노인에 대한 태도 (Z=-.46, p =.66), 노인 간호 실천(Z=-.64, p =.53), 글로벌 역량(Z=-1.08, p =.29)에서 통계적으로 유의한 차이를 보이 지 않았다. 하지만 본 연구를 통해 간호대학생들에게 효과적인 노인간호교육을 제공하기 위하여 간호대학생들은 다양 한 환경에서 노인과의 경험이 필요함을 제언한다. 또한 노인간호에 대한 바람직한 태도 형성을 위하여 교과목 간 융합 과 연계 및 노인과의 직접적인 상호작용 할 수 있는 실습 등 다양한 분야의 교육 프로그램의 개발이 필요하다.

This study was conducted to understand the effects on the attitude toward the elderly, willingness to geriatric nursing practice, and global competencies by developing a geriatric-nursing convergence education program. This program that combines the theory of elderly care and practical education and applies it to nursing students. This is a nonequivalent control group pretest–posttest design. The study participants consisted of 19 in a control group and 17 in an experimental group. They were the second-year of the nursing students in A city, Chungcheongnam-do. This program, including character building, elderly care competence, global competence, and community contribution, was held for 80 hours from August 28, 2017 to December 8, 2017. The experimental group compared to the control group, attitude toward the elderly (Z =-.46, p =.66), willingness to geriatric nursing practice (Z =-.64, p =.53), global competence (Z =-1.08, p =.29) showed no statistically significant difference. As a result of this study, it is suggested to develop and implement a convergence education program that nursing students can form positive attitudes toward the elderly and interact directly with the elderly.

The purpose of this study is to develop a model for developing integrated education programs centered on technology and engineering at STEM/STEM fields in elementary, middle and high schools. We explored ways to integrate the various knowledge of the subject that students learned in class to solve the problem when they encountered technological and engineering problems that occurred in real-world. It also developed an integrated education model that is based on the development of integrated education programs centered on the areas of technology and engineering. The results of the study make it easier for teachers to develop integrated education programs centered on technology and engineering. This research also has significant value because the hands-on activities in STEM/STEM field are mostly about technology and engineering. This will foster high-level thinking skills such as the ability to integrate the divided forms of knowledge learned from each of the subjects oriented in technology and engineering education, the ability to solve problems, the ability to cooperate, the ability to communicate and decide, and creativity.

본 논문에서는 NICE(National Initiative for Cybersecurity Education)의 사이버보안 인력양성 프레임워 크에서 권고하는 보안 소프트웨어 개발 직무에 필요한 기술과 역량을 중심으로 연구하였다. 본 논문에서는 보안 소 프트웨어의 개발 직무에 어떤 보안기술이 필요하고 어떤 보안 역량을 보유해야 하는지에 대해 살펴보았다. 본 논문 의 초점은 보안 소프트웨어의 개발 직무에 필요한 보안기술(핵심기술과 특화기술)과 국내 서울에 위치한 정보보호 관련 학과의 교육과정 사이의 일치성을 분석하는데 있다. 이 분석을 하는 이유는 서울에 위치한 5개 대학의 정보보 호 관련 학과에서 실시하는 교육과정이 보안 소프트웨어 개발 직무를 수행하는데 얼마나 적합한 교육체계를 갖추고 있는지를 살펴보기 위함이다. 결론적으로, 만일 연구된 5개의 관련 학과가 보안 소프트웨어의 개발 직무 개발자를 집중적으로 양성하고자 한다면, 공통적으로 보안 테스팅과 소프트웨어 디버깅, 시큐어 소프트웨어 개발 방법, 위험관 리, 개인정보식별과 프라이버시, 정보보증에 대한 교육이 필요하다.

In this paper, the technology and capabilities required for the job of developing security software recommended by the Cybersecurity Human Resources Development Framework of the National Initiative for Cybersecurity Education (NICE) were studied. In this paper, we describe what security skills are needed for the task of developing security software and what security capabilities should be held. The focus of this paper is to analyze the consistency between security technologies (core and specialized technologies) required for security software development tasks and the curriculum of information protection-related departments located in Seoul, Korea. The reason for this analysis is to see how the curriculum at five universities in Seoul is suitable for performing security software development tasks. In conclusion, if the five relevant departments studied are to intensively train developers of development tasks for security software, they are commonly required to train security testing and software debugging, how secure software is developed, risk management, privacy and information assurance.

이 연구는 초등학생이 비행기 만들기 체험 활동을 중심으로 수학적.과학적 기술적 소양을 함양하기 위한 통합교과교육 프로그램을 개발하여 우리나라 핵생들의 수학.과학.기술교육에 대한 정의적 태도 즉 학습 동기, 호기심. 흥미를 고양시키는 데 있다. 이 연구는 개발 연구로서 설문 조사와 예비/현장 시험을 병행하여 이루어졌다. 그리고 개발 절차는 준비 단계, 개발 단계, 개선 단계의 과정을 거쳤다. 준비 단계에서는 문헌 연구를 통하여 교과ㆍ학습자ㆍ사회의 요구 분석을 하였다. 개발 단계에서는 초등학교 수학, 과학, 실과, 재량활동 수업에서 활용하기 위한 설계 개요, 교사용 지침서, 학생의 활동 자료를 개발하였다. 설계 개요는 상황, 문제. 설계 제한점. 체험 학습, 문서화 목록으로 구성하였다. 교사용 지침서는 모범적 해결책, 프로그램의 목표, 응용 목록, 수업 계열, 활동의 단계, 학생 활동의 계열, 도입, 용어의 해석, 자료의 목록을 개발하였다. 학생 활동 자료는 학생들의 활동 지침서로서 수학ㆍ과학ㆍ기술교육의 내용을 비행기 만들기 체험활동 중심으로 세 교과의 내용을 탈학문적으로 통합하였다. 개선 단계에서는 비행기 만들기 체험 활동 프로그램을 초등학생을 대상으로 예비시험을 실시하고 그 결과에 따라서 수정하고 보완하였다.

Based on the program of “Healthy China 2030” issued by Chinese government, this article takes approaches of both literature analysis and logical analyze the development direction and summarize the current existence of Chinese school Physical Education. In addition, combining with the development mode of school physical education in some developed countries and following the requirements of healthy China, this article offers suggestions for Chinese school physical education reform in the new period. School physical education is an important basis for the implementation of the “Healthy China 2030 program”. In order to achieve the goal of the healthy China, monitoring policy and physical education evaluation system should be improved; the problem of urban and rural physical education teachers should be solved to ensure the status of physical education teachers in teaching; more support and looser policies should be offered from government for school sports education; an integrated mutual assistance physical education model “government-school-family-society” should be promoted. The significant role of school physical education in the healthy China 2030 program should be emphasized.

본 연구는 인지, 정의, 실천 측면을 함께 고려한 인성교육 프로그램을 개발하고 이를 실행해 인성교육이 학교부적응 학생들의 학교 적응에 어떠한 영향을 미치는지 그 효과를 탐색적으로 규명하고자 진행되었다. 이를 위해 개입연구 방법을 활용하여 문제분석 및 프로젝트 기획, 정보수집 및 통합설계, 초기개발 및 파일럿 테스트, 평가 및 수정개발 등의 단계를 따라 2015년 3월~2016년 12월까지 연구가 수행되었다. 전문가 간담회, 문헌검토 등을 통해 자기이해와 수용, 타인이해와 수용을 주요 목표로 한 인성교육 과정이 도출되었으며, 이를 기반으로 초․중․고등학생 110명을 대상으로 세 차례에 걸쳐 교육과정을 실행하고 평가를 실시하였다. 질적 연구방법을 활용해 인성교육 효과에 대해 파악한 결과, 교육 참가자들은 본 교육을 통해 자신에 대해 이해하고 자신의 생각을 더 잘 표현하게 됨, 친구들과 친밀한 관계를 만들 수 있게 됨, 가족 등 타인을 이해하고 원활한 관계를 형성하게 됨, 학교가 더 편해지고 애착을 가지게 되었음을 이야기하였다. 교사들 역시 학생들의 변화에 대해 유사한 보고를 하였는데 학생들이 밝아지고 자존감, 자기조절능력이 향상됨, 친구 관계가 돈독해지고 무단결석 및 지각 감소, 학교에 대한 소속감을 가지게 되었다고 하였다. 이러한 연구 결과를 토대로 내면의 변화로부터 시작해 관계나 학교적응에 까지 영향을 미치게 되는 인성교육이 학교 현장에서 가지는 의의에 대해 논의하였다.

The purpose of this study is to examine the effectiveness of a character education program that has been developed to integrate cognitive, affective, and behavioral aspects of character education for the school adjustment of the elementary and secondary schoolers with school adjustment issues. This intervention study was implemented through the process from analysis of the problem, planning, data collection, integrated design, development, pilot test, evaluation and revision from March 2015 to December 2016. The needs assessment based on the literature review and expertise from the subject matter experts(SMEs) led to the key objectives of the character education program: understanding and accepting oneself and others. The program was implemented to 110 elementary and secondary students. Focus group interviews of the students and interviews of their teachers were administered. The content analysis of the interview results showed that the student participants of the program could understand and express themselves better, make closer relationships with their peers, understand others including family better and have better relationships with people, feel more comfortable and attached to schools. Also, the analysis of the teacher interviews revealed the similar results about the student changes. The teachers reported that the students became positive and optimistic, their self-esteem and emotional control ability were enhanced, they made better relationships among peer students, their absenteeism rates were reduced, their sense of belonging to school was enhanced. Based on these research results, the implication of the effects of character education program on school is discussed: the character education program could make a difference raining from in students’ inner and relational aspect, and to their school adjustment.

Purpose: This study was conducted to develop health education program components for early childhood and to investigate teachers' awareness of the importance of health education and their performance rate of health education. Methods: Early childhood health education program components were developed using two rounds of the Delphi method. The Delphi group consisted of 21 experts in childhood education. After health education program components were developed, they were used in surveying child care teachers' awareness of importance and performance rate and 151 teachers sampled from 30 child care centers participated in the survey. Results: The early childhood health education program components consisted of 5 areas, 16 subjects and 33 specific contents. Early childhood teachers' awareness of importance was over 4.5 points in all the areas and in 11 out of the 16 subjects. The most frequently educated subjects were 'the importance of hand washing' and the least frequently educated subject was 'obesity prevention'. The teachers' awareness of importance and their performance rate of specific contents were high in 'maintaining order' and 'using children's rides safely,' and low in 'obesity prevention' and 'infectious disease prevention.' Conclusion: The components of this health program were developed in consideration of field feasibility and the relationship of health program education in elementary, middle and high school.