반편견 교육이 일반 아동의 편견 감소와 장애 아동에 대한 태도에 미치는 영향

서경아 대구대학교 2010 국내석사

There are various kinds of people in our society and various prejudices as well. These prejudices can be a stumbling block for students to establish their positive identities and socialization. To appreciate and admit the differences of other people in the society is essential for students who are willing to respect themselves and others and to interact with them. The anti-bias education will allow students to understand not only themselves but others in the right way without prejudices and help them to integrate with social members. The purpose of this study is to demonstrate that the anti-bias education in the integrated class works to reduce non-disabled children's prejudices and change their attitude towards the disabled children. The subjects as follows: First, does the anti-bias education have a positive effect to reduce non-disabled children's prejudices? Second, does the anti-bias education have a positive effect in non-disabled children's school, private and social lives? Third, does the effect of the anti-bias education have a difference between male and female? To perform this study, 60 elementary schoolers of 2 classes in D elementary school in Po-hang were divided into an experiment group of 30 students and a control group of 30 students. The experiment group had 2 times of anti-bias educations each week for 5 weeks and measured the awareness and attitudes towards the disabled children and conducted a t-test before and after the education. The results as follows: First, the experiment group showed a statistical meaningful reduction of prejudices compared with the control group. It verifies the effect of the anti-bias education to reduce prejudices and the education needs to be aggressively promoted to overcome the prejudices. Second, The experiment group showed a meaningful and positive changeof the attitude towards the disabled children. It can be translated into that the anti-bias education is working to change non-disabled children's attitude towards the disabled children and the integrated education field should use this education as a way to change non-disabled children's attitude towards the disabled children. Third, comparing the reduction of prejudices between male and female, there was no gap between them but there was a difference in the change of attitude. Boys in school activities and girls in school and social lives showed a statistically meaningful positive change of attitude. Against this backdrop, a program with a supplemented instruction in gender area that requires improvement, it will bring a positive change of attitude in the whole area. Lastly, advices for follow-up studies for anti-bias education are as follows: First, This study was conducted with only 4th-grade non-disabled elementary students. For a more general result, various levels of group studies are required. Second, This study has been conducted for 5 weeks of 10 times of educations, resulting positive effects in reduction of prejudices and change of the attitude. So, longer periods of study and development of various anti-bias education programs should be developed. Third, This study offers an opportunity to see a tangible result of the anti-bias education. A study comparing with 'raising awareness towards the disabled' program will be very helpful to generate integrated class programs in the future.

해마신경세포의 발달단계에 따른 저온에 대한 감수성

서경아 중앙대학교 대학원 2013 국내석사

신생아들은 저체온증에 빠지기 쉽다. 저체온증은 뇌손상을 일으키지만, 미성숙한 뇌와 성숙한 뇌에서 손상의 차이를 비교한 연구는 거의 없는 것으로 보인다. 저자들은 저온에 대해 미성숙한 뇌와 성숙한 뇌의 손상 정도를 비교하고자 하였다. 생후 7일 된 12마리의 Sprague Dawley Rats에서 얻은 해마조직을 7일과 14일 배양하였다. 각 그룹은 25 ˚C 에 각각 0분, 10분, 30분, 60분간 노출시켰다. 그 후 저온손상을 준 24시간, 48시간 후에 Propidium iodide (PI) 형광 이미지를 관찰하였다. 이미지 분석을 통하여 Cornu Ammonis 1 (CA1), CA3, Dentate Gyrus (DG)의 손상 정도를 저온손상 후 24시간, 48시간째에 측정하였고 NMDA 처리 후 손상이 된 면적과의 비율을 계산하였다. 7일 배양한 그룹에서 60분 노출한 그룹은 CA1 (P<0.001), CA3 (P=0.005), DG (P=0.011)에서 48시간째에 대조군 보다 많은 손상을 보였으며, DG에서는 24시간째에도 대조군 보다 손상이 컸다 (P=0.008). 14일 배양한 그룹에서는 대체적으로 대조군과 유의한 차이를 보이지 않았다. 하지만, DG에서는 30분 노출군에서 48시간째에 대조군보다 적은 손상을 보였다 (P=0.048). 7일 배양군에서 CA1 (P=0.040), DG (P=0.013)는 0분, 10분, 30분, 60분 노출시간에 따른 군 사이에 유의한 차이를 보였다. 그러나 14일 배양군에서는 노출시간에 따른 유의한 차이는 없는 것으로 나타났다 (CA1; P=0.182, CA3; P=0.558, DG; P=0.321). 결론적으로, 저온은 다른 신체기관들뿐만 아니라 뇌에도 손상을 주며, 미성숙한 뇌가 성숙한 뇌보다 저온손상에 취약한 것을 확인할 수 있었다. 따라서 특히 신생아에서 저온손상에 대하여 더 주의해야 한다. Neonates are prone to developing hypothermia, which can lead to brain damage. Few studies have compared the effects of hypothermia on damage to the immature and mature brain. This study evaluated the extent of damage due to hypothermia in the mature and immature brain. Hippocampal tissue cultures at 7 and 14 days in vitro (DIV) were used to represent the immature and mature brain, respectively. A total of 12 7-day-old Sprague Dawley rats were used. The cultures were exposed at 25˚C for 0, 10, 30, and 60 min (n=30 in each subgroup). Propidium iodide fluorescent images were captured 24 and 48 hrs after hypothermic injury. Damaged areas of the Cornu Ammonis 1 (CA1), CA3, and dentate gyrus (DG) were measured using image analysis. A ratio of the damaged area to the total damaged area after NMDA treatment was calculated. At 7 DIV, the tissues exposed to cold injury for 60 min showed increased damage in CA1 (P<0.001) and CA3 (P=0.005) compared to the control group at 48 hr. Increased damage to DG was observed at 24 (P=0.008) and 48 hrs (P=0.011). The 14 DIV tissues did not demonstrate any significant differences compared with the control group, except for the tissues exposed for 30 min in which DG showed less damage at 48 hr than the control group (P=0.048). In tissues at 7 DIV, CA1 (P=0.040) and DG (P=0.013) showed differences in the duration of cold exposure. In tissues at 14 DIV, there were no differences in the duration of exposure to hypothermic injury (CA1; P=0.182, CA3; P=0.558, DG; P=0.321). In conclusion, the immature brain is more vulnerable to hypothermic injury than the mature brain. As a result, hypothermia should be avoided, particularly in neonates.

염소로 연결된 새로운 이핵 5,5,7,12,12,14-hexamethyl-1,4,8,11-tetraazacyclotetradecane 카드뮴 착화합물의 합성 및 결정구조

서경아 공주대학교 대학원 2011 국내석사

ABSTRACT Synthesis and crystal structure of a novel chloro-bridged dinuclear cadmium complex with 5,5,7,12,12,14-hexamethyl-1,4,8,11-tetraazacyclotetradecane Suh, Kyung Ah Department of Chemistry Education Graduate School of Education Kong-Ju National University Supervised by Professor Choi, Ki-Young The macrocyclic ligand 5,5,7,12,12,14-hexamethyl-1,4,8,11-tetraazacyclotetradecane (L) reacts with cadmium(II) chloride and excess NaClO4 to give the chloride-bridged dinuclear cadmium(II) complex [Cd(L)(μ-Cl)]2·2ClO4(1). Each cadmium(II) ion exhibits a distorted octahedral environment with two chloride atoms and four secondary amines of the macrocycle. It crystallizes in the orthorhombic system Pbca with a = 14.4768(10), b = 15.2556(15), c = 20.500(6)Å, V = 4527.6(15)Å3, Z = 4. Cyclic voltammetry of 1 gives one oxidation and two reduced processes.

난소 종양에서 Mullerian Inhibiting Substance와 그 수용체의 발현

서경아 가톨릭대학교 대학원 2004 국내석사

방과후학교 수학프로그램의 운영 실태와 만족도 조사 및 분석 : 전문계 고등학교에서

서경아 동국대학교 2011 국내석사

TV 외국 영화 프로그램 편성 실태에 관한 연구

서경아 경희대학교 신문방송대학원 1994 국내석사

실업계 고등학교 공통과학 수업의 실제와 교육용 프로그램 개발

서경아 大邱가톨릭大學校 敎育大學院 2001 국내석사

The purposes of this study are to find out current problems in multi-science class of vocational high schools and to suggest an educational program as a solution. First, to find out the problems in multi-science class of vocational high schools, a survey was used as a method of this study and the opinions of teachers and students on multi-science class were collected through questionaries. Based on the survey, an educational program, "Multi-Science Studying Class" has developed, which can be applied in real classes. This "Multi-Science Studying Class" introduced research activity procedures, which extended thinking powers. Themes were designed for class units, and it made easier for us to use them in classes.

George Eliot의 Silas Marner 연구 : 공동체로부터의 이탈과 복귀의 과정을 중심으로

서경아 울산대학교 교육대학원 1999 국내석사

유아의 신체활동 프로그램이 유아의 기본운동능력에 미치는 영향

서경아 총신대학교 교육대학원 2014 국내석사

ABSTRACT The Influences of physical activity program on the basic motor skills of the young children Kyung-ah Seo The Department of Early Childhood Education Chong-Shin University Graduate School of Education The purpose of this study is not only to prevent the children from being grown fat and also to minimize the cause of fatness by way of investigating how the physical activity program for the young children will have influences on the basic motor skills of the young children. The basic data accrued from this study will be used for the activation of the physical activity program at the preschool education facilities. The research projects for this study will be as follows. 1) Does the physical activity program will have any influence on the locomotor skill of the young children? 2) Does the physical activity program will have any influence on the object control skill of the young children? This study has been conducted to find out how the physical activity program will have influences on the basic motor skills of the young children. The object of the study were 40 young children composed of 20 belonging to the experimental group and 20 belonging to the reference group at the age of 5 who live at the similar socio-economic status and enrolled in the affiliated kindergarten of C University which is located in Seoul city. The test taking 50 minutes in average has been conducted 9 times in total between 10 March 2014 and 11 April 2014. The physical activity program has been executed by sparing the time allocated for the group outdoor activity in a spacious auditorium to prevent the young children from being hit by other objects. The test of gross motor development –II, TGMD II of Ulrich(2000) has been utilized for the measurement of the basic motor skills. There was pre examination conducted with two other teachers under the support of the affiliated kindergarten of C University among the experimental group of 20 young children and the reference group of 20 young children before the execution of this physical activity program during one week period between 10 March 2014 and 14 March 2014. In case of the experimental group, I and the other expert in physical education, after full study of the examination method, executed the measurement of the basic motor skills. Post examination of this study has been conducted during one week period between 8 April 2014 and 11 April 2014 by utilizing the same test method used at pre examination to check the basic motor skills to find out any differential factor of both the experimental group and the reference group. The independent two samples t-test has been executed to check the homogeneity between the experimental group that has been selected to verify the effect of the physical activity program on the basic motor skills the reference group ahead. To analyze the general characteristics of the two sample groups, a percentage has been used and an analysis of convariance has been utilized in scoring the result of testing the basic motor skills of the two groups. The SPSS WIN 20.0 program was used in statistical analysis. The result of this study is as follows. Firstly, among the basic motor skills of the young children, the experimental group showed its higher enhancement statistically in locomotor skill than that of the reference group. It seems to imply that the physical activity program for the young children might have the positive effect on the locomotor skill of the experimental group. Secondly, among the basic motor skills of the young children, the experimental group showed its higher enhancement statistically in object control skill than that of the reference group. It seems to imply that the physical activity program for the young children might have the positive effect on the object control skill of the experimental group. In conclusion, the physical activity program for the young children can be found as having the positive effects on the basic motor skills of the young children. It implies that the physical activity program for the young children can be utilized at the various preschool education facilities for the purpose of preventing the young children from being grown fat and for the enhancement of the basic motor skills of the young children. 국 문 초 록 본 연구의 목적은 유아의 신체활동 프로그램이 유아의 기본운동능력에 미치는 영향을 규명하여 유아의 기본운동능력을 향상시키며 유아교육기관 현장에서 신체활동 프로그램이 활성화 되는데 그 기초적인 자료를 제공하고자 한다. 본 연구를 위한 구체적인 연구문제는 다음과 같다. 1. 유아의 신체활동 프로그램이 유아의 기본운동능력 이동성기능에 영향을 미치는가? 2. 유아의 신체활동 프로그램이 유아의 기본운동능력 물체조작기능에 영향을 미치는가? 본 연구는 유아의 신체활동 프로그램이 유아의 기본운동능력에 미치는 영향을 알아보고자 실시된 실험연구이며, 연구대상은 서울시내에 위치한 C대학교 부설유치원에 재원중인 만 5세 유아 40명으로 실험집단 20명, 비교군 20명을 대상으로, 동일 연령으로 구성된 동질집단이며, 사회 경제적인 여건이 비슷한 환경의 유치원 원아들로 구성 되었다. 본 연구의 연구기간은 2014년 03월 10일부터 2014년 04월 11일까지 5주간 주2회에 걸쳐, 총 9회 평균 50분 실시하였으며, 신체활동을 위한 장소는 다른 물체와 충돌을 방지할 수 있는 개방되고 공간이 넉넉한 강당에서 실시되었다. 실험집단에는 바깥놀이 대그룹 활동시간을 활용하여 신체활동 프로그램을 실시하였다. 본 연구의 연구도구로는 유아의 기본운동능력을 측정하기위하여 Ulrich(2000)의 대근육 운동능력 검사(Test of gross motor development-Ⅱ, TGMD-Ⅱ)를 평가도구로 사용하였다. 기본 운동능력검사 도구는 이동성운동(달리기, 겔로핑, 홉핑, 리핑, 수평점핑, 슬라이딩) 6항목과 물체조작운동(공치기, 공 튀기기, 공받기, 공차기, 오버핸드 던지기, 공굴리기) 6항목의 총 12항목으로 구성 되어 있다. 사전 검사는 본 연구자가 신체활동 프로그램을 실시하기 전 유아의 기본운동능력과 신체조성을 알아보기 위하여 2014년 03월 10일부터 03월 14일까지 (1주간) 실험집단과 비교집단 각각 20명을 대상으로 교사 2명과 C대학 부속유치원의 지원을 받아 자유선택활동 시간에 측정하였다. 실험집단의 경우 본 연구자와 체육교육 전문가 1인은 사전에 충분히 검사방법을 숙지한 후 두 집단 모두 실내 신체 유희실에서 실시하였다. 본 연구의 사후검사는 2014년 04월 8일부터 11일까지(1주간)에 걸쳐 실험집단과 비교집단을 대상으로 사전검사와 동일한 도구로 실시하였다. 실험집단과 비교집단 의 유아들을 측정하였으며, 측정결과를 바탕으로 기본운동능력의 변화와 차이를 알아보았다. 본 연구에서 수집된 자료는 유아의 신체활동 프로그램이 유아의 기본운동능력에 미치는 효과와 실험집단과 비교집단의 동질성 검증을 위하여 사전검사에 대하여 독립표본 t-검증을 실시하였다. 기본운동능력 중 이동성기능과 물체조작기능의 하위 변인들에 대한 독립표본 t-검증에서는 실험집단과 비교집단 사이에 통계적으로 유의미한 점수 차이가 나지 않아 동질 집단인 것으로 평가 되었다. 이에 따라서, 신체활동 실시 후 사후검사에서 두 집단 간 독립변인 t-검증을 실시하여 유의차가 있는지 분석함으로서 신체활동 프로그램의 영향을 파악하였다. 더불어 연구대상의 일반적인 특성 분석을 위해 빈도와 백분율을 실시하였으며, 실험집단과 비교집단의 기본운동능력에 대하여 평균, 표준편차 등을 분석하였다. 통계적 분석은 SPSS WIN 20.0 프로그램을 이용하여 분석을 실시하였다. 본 연구를 통하여 얻은 결과는 다음과 같다. 첫째, 유아의 기본운동능력 중 하위 영역인 이동성 기능에서 실험집단이 비교집단보다 통계적으로 유의미하게 높은 것으로 나타났다. 이것은 본 연구에서 실시된 신체활동 프로그램이 실험집단의 이동성 기능에 긍정적인 영향을 미친 것으로 보인다. 둘째, 유아의 기본운동능력 중 하위 영역인 물체 조작 기능에서 실험집단이 비교집단보다 통계적으로 유의미하게 높은 것으로 나타났다. 이것은 본 연구에서 실시된 신체활동 프로그램이 실험집단의 물체 조작 기능에 긍정적인 영향을 미친 것으로 보인다.

미술치료 학습 프로그램을 응용한 중학교 미술수업에 관한 연구 : 한국화를 중심으로

서경아 수원대학교 교육대학원 2007 국내석사

In modern society people live suffering from emotional problems regardless of how big or small they are. Accordingly, the subject of art therapy is turning to the mass of people. Art therapy can approach and interpret human beings' mental world more easily and produce large effects. As theoretical approach, this study reviews literature and examines cases focused on art therapy educational programs and middle school art lessons using Korean painting. To achieve the purpose of this study, Chapter I covered the necessity, purpose, and methods of this study. In Chapter II the concept of art therapy was stated to help understand what art therapy is, and appreciation of Korean painting reflected in art textbooks for middles schools was stated. In Chapter III art therapy was approached in theoretical ways: psychiatric and receptive perspectives; and creative-self experiential and cognitive perspectives. Then, in terms of educational activities applying art programs, studies were conducted on approach to the activities through group art therapy and educational effects of art lessons applying art programs. Lesson plans also were studied. Finally, in chapter IV conclusion and its future possibilities were discussed. Based on the results of this study, the following conclusions were drawn: When it comes to art therapy, programs suitable to Korean situations are insufficient, and foreign cases are frequently applied. So it does not have proper effects. Since art therapy develops according to people and cultures where it is used, it is urgent to develop programs fit for our culture and thoughts. In terms of art therapy, those who visit therapists express their inner world through art expression activities, therapists understand it and help them to adjust themselves to their real life by reducing their problems and pathological phenomena. Children and adolescents who are not good at language expression can benefit from the therapy. As well as graduate schools and associations related to art therapy, graduate schools of education and various organization associated with education have conducted studies on art therapy. It means they recognize the positive effects of art therapy on children and adolescents. However, its system has not established in schools, and art therapy is implemented as after school activities or education for talents and aptitudes. To adolescents who are sensitive, lessons using art therapy are expected to be effective in refreshing their mind and their creative, emotional, visual, and tactual health. The limitation of this study is that various data were insufficient in inducing these results. If this limitation can be overcome and improved, art lessons applying the art therapy are unsatisfactory now, but its importance will be studied and the art therapy will be invigorated.