Earticle

과학캠프는 비형식 교육의 일환으로 학생이 문제를 발견하고 해결해보는 탐구의 기회를 제공한다. 형식 교육 을 통해 영재 학생의 수준에 맞는 심화 학습을 제공하기 어려운 상황에서 과학캠프는 영재 학생에게 대안적인 학습 방법이 될 수 있다. 하지만 영재학생을 대상으로 이루어지는 과학캠프가 적고 관련 연구도 미흡하여 교육적 시사점 을 얻기 어렵다. 이에 본 연구는 최근 시행된 글로벌 과학영재캠프의 프로그램을 평가하고, 학생 활동을 관찰 및 분석하였다. 연구의 결론은 다음과 같다. 첫째, 글로벌 과학영재캠프 프로그램은 영재 학생들의 ICT 활용 기능과 창의적 탐구 능력을 신장시키고, 과학 개념과 과학적 태도를 길러주기에 적합한 프로그램으로 구성되어 있었다. 둘 째, 글로벌 과학영재캠프 프로그램은 영재 학생들의 만족도를 높이는 내용으로 구성되어 있었다. 학생들은 대체로 흥미롭고 유익하며, 참여 기회가 많은 프로그램을 선호하였으나, 영어 능력에 따라 만족 여부가 달라지는 경향이 있었다. 셋째, 글로벌 과학영재캠프에 참가한 학생들은 보통 수준 이상의 탐구 능력과 창의적 문제해결 능력을 발휘 하였고, 의사소통 능력, 과학 학습에 대한 몰입 능력은 영어 능력에 영향을 받았다. 연구결과를 바탕으로 교육적 시 사점을 도출하였다.

Science camp is one of the informal way of teaching and gives students a chance to inquiry in which they discover problems and solve it. In a formal education, it is difficult to provide intensive learning with gifted students. Science camp could be an alternative way of learning for them. However, science camps for gifted students rarely have been held also a few involving researches have been conducted over the recent decades. So, it has been hard to get some educational implications about the science camp for the gifted. Thus, we chose a global science camp currently held for the gifted in science, and then, evaluating programs and analyzing students’ activities were done. The science camp program satisfaction survey was also conducted. The results of this study as follow: First, The global student camp for the gifted in science was appropriate in developing ICT utilization skill, creative problem solving skill and teaching scientific concept as well as scientific attitude. Second, the students participated in the camp had higher inquiry skill and creative problem solving skill than average, but their ability to communicate was influenced by their English level. Third, the students preferred programs that were easy to understand, beneficial, interesting, and able to participate in. The satisfaction of the programs including discussions depended on students’ English ability. The implications of these findings are considered.

본 연구는 서울시 자살예방센터에서 중장년층 자살예방을 위해 개발한 「중장년 서로를 살리는 관계학 교」 프로그램의 효과성을 검증하였다. 본 프로그램은 총 4회기의 집단 워크숍으로, 관계 회복, 의사소통, 위기 대처를 주제로 구성되었다. 사전-사후 비교 설계를 적용하여 총 81명이 참여하였으며, 도움제공 유능감, 의사소통 능력, 외로움·사회적 고립, 중년기 위기감, 우울감, 자살 태도를 구조화된 척도로 평가하 였다. 자료는 Wilcoxon 부호순위 검정과 효과크기(Cohen’s d)로 분석하였다. 그 결과, 도움제공 유능감은 유의하게 향상되었고(Δ = +0.50, p < .001, d = 0.50), 우울감(Δ = -0.60, p < .05)과 정서적 불안정(Δ = -0.15, p < .05)은 완화되었다. 자살 태도는 이해적·금기적 태도가 감소하며 예방적 태도로 변화하였다(p < .05). 의사소통 능력은 소규모 향상을 보였으나, 외로움·사회적 고립은 뚜렷한 변화가 없었다. 성별·연령 별 분석에서는 여성과 40-50대 집단에서 효과가 두드러졌다. 본 연구는 서울시 자살예방센터가 주도한 단기 집단 프로그램이 중장년층의 관계 자원 회복과 심리적 안정 증진에 기여할 수 있음을 실증적으로 보여주었다.

This study evaluated the effectiveness of the Midlife Life-Saving Relationships School, a suicide prevention program developed by the Seoul Suicide Prevention Center for middle-aged adults. Using a pretest–posttest design, 81 participants completed four group sessions focused on relational recovery, communication, and crisis coping. Outcomes included helping efficacy, communication skills, loneliness/social isolation, midlife crisis, depression, and suicide attitudes, analyzed using Wilcoxon Signed-Rank Tests and Cohen’s d. Results showed significant improvements in helping efficacy (Δ = +0.50, p < .001, d = 0.50) and reductions in depression (Δ = −0.60, p < .05) and emotional instability (Δ = −0.15, p < .05). Suicide attitudes shifted toward prevention, with decreases in understanding and prohibitive attitudes (p < .05). Communication skills showed modest positive trends, while loneliness and social isolation did not change. Greater effects were observed among women and participants aged 40–50 years. The findings suggest that this group-based program can enhance relational capacities and stability in midlife adults.

본 연구는 교사 전문적학습공동체를 유지하고 발전시키기 위하여, 실제적 효과를 정 확하게 측정하고 교사 전문적학습공동체의 방향을 제시하는데 목적이 있다. 이러한 목 적을 달성하기 위해 Kirkpatrick(1998) 평가모형을 기초로 초등학교 내 전문적학습공동 체에 융합교육(Science, Technology, Engineering, Art, & Mathematics: STEAM) 프로 그램을 과학적 측정도구인 전산화 신경 인지검사(Computerized Neuro-cognitive Function Test)를 활용하여 평가하였다. 1단계 반응평가에서 프로그램 만족도는 5점 리 커트 척도에서 4.32로 높은 수준의 만족도 결과를 보여 주었다. 2단계 학습평가에서는 정서지각능력, 인지통제능력, 암묵적 추론능력, 문제해결능력, 기억능력, 교수효능감을 측정하였다. 이중 교수효능감은 STEAM 교수효능감 도구를 이용하여 평가하였고, 나머 지 5가지 항목은 전산화 신경 인지검사로 평가하였다. 2단계 측정결과 STEAM 교수 효능감과 문제해결력 항목에서 통계적으로 유의한 향상이 있었다. 이 결과를 바탕으로 다음과 같은 결론을 제시하였다. 첫째, 전문적학습공동체는 교사들의 문제해결력 신장에 도움을 준다. 둘째, 전문적학습공동체는 관련 프로그램의 목표를 성취하는 데 도움을 주 고 교수 효능감 상승을 이끌어 낸다. 이를 바탕으로 교사 전문적학습공동체 학습방법과 프로그램 평가의 확장 등 교사 전문적학습공동체가 나아가야 할 방향성을 제시하였다.

In order to maintain and develop the teacher professional learning community (PLC), this study aimed to evaluate accurately the empirical outcomes of the PLC and present a direction for it. To achieve this purpose, outcomes of a STEAM program of the PLC in an elementary school were evaluated by using the computerized neuro-cognitive function test (CNT), a scientific measurement tool, based on the Kirkpatrick (1998) evaluation model. In the first-stage of evaluation (i.e., response), teacher satisfaction with the program was the high level of 4.32 on a five-point Likert scale. In the second-stage of evaluation (i.e., learning), we evaluated an improvement in six areas including emotional perception ability, cognitive control ability, implicit reasoning ability, problem-solving ability, memory ability, and teaching efficacy. The first five areas were measured with CNT, and the last one was measured with the STEAM teaching efficacy scale. As a result, we found that there were significant improvements in the problem-solving ability and STEAM teaching efficacy. Based on these results, conclusions were presented as follows: first, a PLC helps teachers improve their problem-solving skills; and second, the PLC is helpful to achieve the goals of relevant educational programs and improve teachers’ teaching efficacy. Finally, we provided a direction for PCL, including expansion of learning methods and program evaluation.

본 연구는 지난 20여 년간 진행된 노인 대상 음악개입에 관한 연구를 살펴보고, 연구가 가진 특성과 효과성을 체계적으로 고찰하는 데 연구의 목적을 둔다. 연구대상 문헌의 선정을 위해 국내 사회과학서 지 데이터베이스에서 2000년에서부터 2019년까지 발행된 학술지를 중심으로 문헌을 검색하였다. PRISM의 4단계 권고에 따라 총 45편의 노인 대상 음악개입 문헌을 분석 문헌으로 선정하였다. 문헌 고찰의 과정은 문헌의 발표저널, 일반적 특성, 발표연도, 연구대상, 표본 크기, 개입 특성, 설계 방법, 분석 결과를 중심으로 이루어졌다. 연구결과 첫째, 분석 문헌의 연구 설계 방법은 크게 실험설계(무선 할당)와 비실험설계로 구분되었다. 둘째, 음악개입의 유형은 크게 치료형, 여가형, 교육형으로 구분이 되었다. 셋째, 음악개입은 노인의 인지기능 향상, 신체·정신건강 증대, 삶의 질 향상에 긍정적 영향을 주었다. 본 연구는 노인 대상 음악개입 연구의 특성과 효과의 동향을 종합적으로 정리한 최초의 문헌 고찰로서 음악개입이 노인에게 제공하는 효과를 분석하고 향후 음악개입 연구의 발전 방향을 제시했다 는 점에서 연구의 의의가 있다.

The purpose of this study is to review and critiques the empirical literature on music intervention targeting elderly in South Korea. Based on the four steps in PRISM, a total of 45 relevant studies published between 2000 and 2019 were identified via several databases in South Korea. This study focused on various features of intervention research: published journals, published years, research participants, sample size, measurement, research design, and research results. According to results of review, first, research design consists of two types: experimental design with randomization and non-experimental design. Second, there were three types of music intervention, namely therapy, leisure, and education. Third, the music intervention showed positive and significant relationships with cognitive fiction, physical and mental health, and quality of life in elderly. As the first systemic literature review on music intervention for Korean elderly, this study contributes to broad and deep understanding on practice and academic fields.

이 논문은 광주광역시 국제안전도시사업(프로그램)을 대상으로 안전도시사업(프로그램)의 집행과 정과 성과를 분석하는데 목적을 두고 있다. 이를 위해 집행영향요인과 성과간의 관계를 통해 우선순 위를 분석하였다. 집행영향요인은 선행연구를 통해 지역안전거버넌스(협력요인, 정부관심, 시민관 심), 지역사회역량, 손상감시시스템(인지⋅효능감, 의사결정기여), 조직문화 및 리더십, 사회적 자본 (결속과 연계, 호혜와 신뢰)을 도출하였다. 성과요인으로 사업(프로그램) 만족도, 지식태도변화, 미래 변화요인을 선정하였다. 분석결과 지역안전거버넌스의 정부관심, 사회적자본의 호혜와 신뢰요인은 종속변수인 만족도, 지식태도변화, 미래변화에 모두 긍정적 영향을 미치는 것으로 나타났다. 지역안 전거버넌스의 정부관심과 시민관심, 사회적 자본의 결속과 연계는 종속변수인 지식태도변화, 미래 변화에 긍정적 영향을 미치는 것으로 나타났다.

The current study aims to examine the process and effectiveness of a safe community project using the case of international safe community project in Gwangju. To achieve this goal, the relationships between implementation and outcome factors were analyzed. Based on the previous literature, factors influencing implementation include community and safety governance (i.e., collaboration, governmental attention, civil attention), local capacity, injury surveillance system (i.e., cognition. efficacy, decision making support), organizational culture and leadership, and social capital (i.e., bridge and connection, reciprocity and trust), while outcome factors include satisfaction with the project, knowledge and attitude change, and expected future changes. It is found that governmental attention to community safety governance and reciprocity and trust in social capital were positively related to program satisfaction, knowledge and attitude change, and expected future changes. Moreover, governmental and civil attention to community safety governance, unity and connection in social capital were positively related to knowledge and attitude change and expected future changes.

To promote English language learning, universities in Taiwan have been setting up traditional and online English language self-study centers. English honors or elite programs are also being established to offer advanced training of the English language to students. A private university in northern Taiwan established the English Elite Program in 2008, providing courses in three different sections through traditional and distance learning modes. The distance learning courses aim to reduce students’ difficulties with conflicting schedules between the courses in their own departments and the program courses. In this study, the researchers evaluate the Elite Program using the Context, Input, Process, and Product (CIPP) model. Data were collected from program documents, questionnaires, classroom observations, graduates’ academic scores, and interviews of the instructors and graduates who received the program certificate. This study is helpful for program designers, teachers, students, and university administrators of this type of program and other similar foreign-language programs. This study also provides useful recommendations for universities planning to establish a similar program, particularly with the inclusion of distance learning courses.

While the literature includes an abundance of descriptive reports on health care delivery models, a dearth of information exists on the evaluation of the models. In addressing that need, this paper examines the Sickness Prevention Achieved through Regional Collaboration (SPARC) model that was customized for Fulton County, Georgia. The model centers on an innovative and collaborative approach in addressing health disparities. With the information available to us, our goal was to assess the implementation and evaluation of the intervention – the latter centering on whether or not the program’s implied intent (sickness prevention) was actually achieved. Much effort was made toward that end, but although there is convincing evidence for the effectiveness of grouped interventions, the CDC’s report on Community Guide to Preventive Services, which informs direction and resources for “evidence-based” community interventions, has not yet evaluated models of delivery that provide multiple interventions. Evidence exists in this, and other similar programs, for services provided which are intended to achieve sickness prevention (the obvious intent of SPARC). We examine the goals, implementation and, using Pressman and Wildavsky’s model on program implementation, the methodological aspects of SPARC-Fulton County and provide an assessment on data and summary information which is needed to evaluate the effectiveness of such programs.

본 연구는 스마트 미디어를 통해 TV영상물을 시청할 때, 스마트 미디어의 화면 크기가 수용자들의 영상물 평가와 프레즌스에 어떤 영향을 미치는지 살펴본 실험 연구이다. 본 연구를 위하여 대학생 피험자들에게 TV 자연다큐멘터리를 화면의 크기가 다른 스마트 미디어를 통해 시청하게 하고, 설문조사를 통해 프로그램에 대한 평가와 프레즌를 조사, 분석하였다. 설문조사의 결과를 분석한 결과, 화면이 큰 스마트 미디어를 통해 영상물을 시청한 피험자들이 화면이 작은 스마트 미디어를 통해 시청한 피험자들보다 프로그램의 영상미에 관해 더 훌륭하다는 평가를 하였으며, 프레즌스를 더 크게 느낀 것으로 나타났다. 그러나 화면의 크기가 프로그램의 작품성에 미치는 영향은 발견되지 않았다. 본 연구를 통해 스마트 미디어를 통한 TV영상물 시청에 있어서, 화면의 크기가 수용자들의 프로그램의 영상미에 관한 평가와 프레즌스에 영향을 미치는 중요한 요인이라는 사실을 알 수 있었다.

This experimental research explores the effect of screen size of smart media on viewer's evaluation and presence. For this experimental research, 2 groups of subjects composed of university students were exposed to TV document video clips which were shown by two different size of smart media, and evaluation and presence related questions were asked analysed. This research found that subjects exposed to large smart media showed higher degree of image aesthetic evaluation and presence than those exposed to small media. but the effect of screen size of smart media on viewer's program evaluation was not found. Through this study, screen size of smart media is main factor which has effect on image aesthetics and presence of TV documentary.

The central government of Korea announced that it will extend its rate of NRE (new renewable energy) from 2% in 2004 to 5% by 2011 in the declaration of the first year of NRE. Three national master plans have been made to extend NRE by using various supporting policies since 1997. But there were speculations that this goals cannot be achieved by 2011. The reason of this failure is because the central government has ignored the regional characteristics of NRE. Local governments are more familiar to these kinds of natural resources than the central government. And they know how to develop these resources. It is important for local governments to cooperate with central governments having expertise and finance. So this paper analyzes the regional effectiveness of these NRE policies in the respective energies by using four logical steps of policy implementation: input, process, output, and outcome. As a result, it can discover that there are some differences between urban areas and rural areas. Also, it can show the differences of policies performances between respective energies. In conclusion, it suggests that the central government has to consider the characteristics of regional differences of NRE. Radically, it is necessary to change the structure of NRE policies from input oriented support system of central government to output oriented support system of local government.

본 연구의 목적은 이러닝 기반 교원연수 프로그램 평가 체제를 개발하는 것이다. 이러한 목적을 달성하기 위한 연구문제로 첫째, 현행 이러닝 기반 교원연수 프로그램 평가의 문제점을 분석하고, 둘째, 이러닝 기반 교원연수 프로그램에 적절한 평가 체제를 개발하는 것이다. 연구방법으로는 문헌고찰과 델파이 기법을 사용하였다. 문헌 및 선행 연구를 분석하여 현행 이러닝 기반 교원연수 프로그램 평가의 문제점을 파악하고, 이러닝 기반 교원원수 프로그램을 적절하게 평가할 평가 체제를 개발하였다. 개발을 위하여 이러닝 전문가, 교원연수 전문가, 교육평가 전문가 20명으로 구성된 전문가 패널을 선정하여 2차에 걸친 델파이 전문가 조사를 실시하였다. 델파이 실시 결과 3개 평가 영역, 12개 평가 항목, 39개 평가 지표로 구성된 이러닝 교원연수 프로그램 평가 체제를 개발하였다. 개발한 평가 체제는 다음과 같은 점에서 기존의 평가 체제와 다른 특색을 갖는다. 첫째, 이러닝 기반의 프로그램 평가 체제인 점을 고려하여 ‘이러닝’의 특색을 살린 평가 항목과 지표를 포함시켰다. 둘째, 대상이 교원이므로 교원의 전문성 신장에 관련된 내용을 지표에 포함시켰다는 점이다.

The purposes of this study were to develop evaluation system for teacher training e-Learning programs. To achieve the objectives of a study, the following research questions were selected. First, to analyze the problem of teacher training e-Learning program evaluation. Second, to develop evaluation system for teacher training e-Learning programs. Research method was used the literature investigation and the Delphi technique. The literature investigation was used to find and analyze the problem of teacher training e-Learning program evaluation. Delphi technique was used to develop evaluation system for teacher training e-Learning programs. Delphi panel was consisted of 20 Specialists, e-Learning field specialists(6 persons), teacher training specialists(7 persons), and educational evaluation specialists(7 persons). Delphi investigations were executed two times. The results of this study were as follows: First, three evaluation categories(analysis, design & develop, implementation) were developed. Second, 12 evaluation items were developed. Third, 39 evaluation question items were developed.

The talented in science should be given a chance to learn life-related science contents and experiencesto solve a problem meeting ahead in everyday life to have a power of creative problem solving, whichis required in modern knowledge based society. The science contents in learning should be highlyrelated to modern life, so those are to be related to advanced science and technology. In order toexamine the possibility that science contents related to advanced science and technology are used in theeducation program for the science gifted with elementary school level, we evaluated the on goingeducation program on the advanced science and technology with document-analysis, observing thelesson, and questionnaire. Each activity of the program is matched to one institute. The activity givesstudents a chance to recognize the research related to the advanced science and technology, tounderstand the role of the institute, and to do experiments simple but related to the research accordingto students' level. In order to be used as a program for the gifted, the program should be improved insome aspect; it should stimulate students' deep and creative thought, cover all advanced technology -IT(Information Technology), BT(Bio Technology), NT(Nano Technology), ST(Space Technology),ET(Environment Technology), and CT(Culture Technology), and contrive newly teaching and learningstrategy. before applying.

The present evaluation research was conducted to provide program decision makers with judgements about the intensive in-service teacher training (INSET) program"s worth or merits in relation to important criteria. It also purports to provide program staffs with useful information in improving their INSET programs. Setting boundaries and analyzing the context were followed by the procedure of identifying and selecting the evaluation questions and criteria. The overview of recent developments in English language teacher training provided the underlying principle for setting the criteria for evaluation. The criteria were used to describe the characteristics of a successful language teacher training program or implementation. They included features such as goals, curriculum, personnel, and support. Using the specified checklist, evaluation was carried out on the current intensive English language teacher training courses. Information on each area of the checklist was collected from available sources, analyzed and interpreted qualitatively as well as quantitatively. From the findings of the present evaluation study, some implications are drawn for making policies on INSET, for improving the teacher training programs under investigation, and for establishing and operating similar INSET programs.

Purpose: This study aimed to systematically develop an obesity prevention program for adolescents to promote healthy eating and physical activity in schools. Methods: The development of the Let's Eat Healthy and Move at School program for adolescents followed the six steps of intervention mapping (IM). IM is a widely used protocol for developing systematic and effective interventions based on theories and evidence. Results: To better understand the problem and identify the needs of adolescents, interviews were conducted with teachers, school nurses, and students (step 1). In step 2, the desired behaviors and their determinants were established and combined into a matrix comprising 16 change objectives. In step 3, theoretical methods such as persuasive communication and consciousness-raising were chosen. The program was segmented into three educational activity sessions in step 4. In step 5, an implementation manual was developed for program instructors to ensure effective and accurate implementation. Finally, practices for evaluating the program's effectiveness and procedures were designed in step 6. Conclusion: The Let’s Eat Healthy and Move at School program will provide adolescents with guidelines to promote healthy living and prevent obesity in everyday life using strategies for sustainable adolescent obesity prevention and management.

Purpose: This study aimed to implement a child abuse prevention program and evaluateits effectiveness based on the Nursing Model of Resilience and Coping Skills TrainingModel for unmarried mothers during pregnancy and puerperium. Methods: This studyhad a prospective single-case, AB design with four repeated self-questionnaire measuresand three observational measures. Seven unmarried mothers were provided with 10 sessionschild abuse prevention program through individual visits from 32 to 34 weeks ofpregnancy to six weeks after childbirth. The questionnaire was composed related to resilience,maternal stress, maternal attitude, parent-child interaction, child abuse potential. The observation was measured by video recording (total 16 times) the interaction of parent-childduring feeding and analyzing it by three experts. Data were analyzed by Wilcoxonsigned-rank test and Friedman’s test. Results: Maternal attitude and parent-childinteraction were statistically significantly improved after intervention compared to beforeintervention. However, maternal stress decreased after intervention compared tobefore intervention, but it was not statistically significant. Additionally, resilience andchild abuse potential were not statistically significant. This program is partially effectivein preventing child abuse by promoting parenting attitudes and parent-child interactions. Conclusion: This study focused on individual resilience and applied systematic interventionas coping skills training to prevent child abuse. This study is meaningful inthat interventions were conducted through individual visits to unmarried mothers athigh risk of child abuse, and the program was applied, including pregnancy and postpartumperiods, to prevent child abuse early.

Purpose The purpose of this study was to evaluate a mobile-based maternal feeding education program for overweight prevention in infants based on breastfeeding attitude, breastfeeding self-efficacy, breastfeeding duration, recognition of hunger and satiety cues of infants, and knowledge regarding providing solids foods. Methods A nonequivalent control group pretest-posttest design was used for the study. Participants included 15 primiparas in the experimental group and 14 primiparas in the control group in all the follow-up tests. Using self-reported questionnaires in electronic format, data were collected four times (before the intervention, 1 month after childbirth, 3 months after childbirth, and 6 months after childbirth). Using SPSS 24 version, independent t-test and repeated-measures analysis of variance were used to test the effects of the mobile-based maternal feeding education program. Results The experimental group showed significantly more positive breastfeeding attitude (F = 5.28, p = .008), higher breastfeeding self-efficacy (F = 3.50, p = .041), and increased breastfeeding duration (t = ?2.09, p = .046) than the control group. In addition, the experimental group showed significantly improved knowledge regarding providing solid foods to the infants (F = 4.86, p = .009) in comparison with the control group. However, for education on recognizing hunger and satiety cues of infants, the mobile-based maternal feeding education program was not effective (F = 0.23, p = .878). Conclusion According to the results of this study, the mobile-based maternal feeding education program has the potential to contribute to overweight prevention in infants.