재가노인들을 위한 무료급식소의 식단 평가

한경희,채인숙,박정숙,최미숙,정순둘 한국식생활문화학회 2002 韓國食生活文化學會誌 Vol.17 No.5

The purpose of this study was to evaluate the diet quality of the menus delivered by 17 free meal service centers for the low-income home-bound elderly in Chung- cheong buk-Do. Statistical data analysis was compleleted using the SPSS package program for descriptive analysis, T-test, and ANOVA. The meals offered by free meal service centers were not met the 1/3 recommended dietary allowances in calcium and vitamin B_2. There were significant differences between dependent variables(nutrient content, nutrient density, nutrient deficiency, NAR, MAR, food group intake patterns) and independent variables (operation type, operation status, operation period, nutritionist, food cost).

환자, 간호사, 의사가 지각하는 교육요구도와 교육제공정도에 관한 연구

박인숙,문영숙,조미경,최은숙,이경숙,정길수 충남대학교 의과대학 지역사회의학연구소 1994 충남의대잡지 Vol.21 No.2

The purpose of this study was to provide the basic data for the planning of education of patients by exploring and comparing patients', nurses' and doctors' perception of the educational needs and degree of providing education. 66 hospitalized patients undergoing chemotherapy and 44 nurses, 42 doctors assigned for the direct care were sampled in 1 university hospital in Taejon from August 30, 1993 to September 30, 1993. For the comparing patients', nurses' and doctors' perecption of the educational needs and degree of providing education, the researcher used Kims' Educational need scale which is composed of 20 item Likert type 5 point scale. Data were analyzed by means of percentile score, SPSS, t-test, ANOVA, Pearson correlation. The result were as follows 1. Comparision of total Mean score patients', nurses' and doctors' perception of the educational need ordering nurses(M=4.0465), patients (M=3.9803), doctors (M=3.8309). The difference between the three group's total Mean score is showed no statistical significant difference. 2. Comparision of total Mean score patients' educational need, patients' percetion of nurses' and doctors' degree of providing education, patients' educational need is scored 3.9803, patients' perception of nurse is scored 2.3431, patients' perception of doctor is scored 2.5022. The difference between the patients' educational need and medical teams' degree of providing education is showed statistical significant difference(P<.001). 3. Comparision of total mean score nurses' educational need is scored 4.0465, nurses' perception of nurses' degree of providing education is scored 2.9920, patients' perception of nurses' degree of providing education is scored 2.3431. The difference of between the nurses' educational need and nurses' perception of nurses' degree of providing education is showed statistical significant difference(P<.001) 4. Comparision of total mean score doctors' educational need is scored 3.8309, doctors' perception of doctors' degree of providing eduation is scored 3.1726, patients' perception of doctors' degree of providing education is scored 2.5022. The difference of between the doctors' educational need and doctors' perception of doctors' degree of providing education is showed statistical difference(P<.001).

Effects of Diets on Serum and Liver Lipid Levels and Fatty Acid Composition of Liver Phospholipids in Rats

Chung,Young-Jin,Kwon,Jong-Sook,Chang,Yu-Kyung 韓國營養學會 1997 Journal of Nutrition and Health Vol.30 No.10

초등학교 교사들의 문해성지도 접근방식 및 신념

정숙경 한국초등교육학회 2004 초등교육연구 Vol.17 No.1

제 7차 교육과정의 국어과에서는 총체적 언어접근법이 강조되고 있다. 총체적 언어접근법은 언어기능의 습득과 합께 정보를 수용, 해석하고 적용하는 고차적 사고능력의 함양도 동시에 도모하고자 하는 언어교육방식이다. 이 연구는 초등학교 저학년 교사들이 아동들에게 문제성을 지도하기 위해 전통적인 기능중심접근법과 새로운 교육과정에서 강조하고 있는 총체적 언어접근법을 어떻게 사용하고 있으며, 총체적 언어접근법의 배경 철학인 구성주의 신념을 어떻게 수용하고 있는지를 밝히고자 하였다. 총체적 언어접근법, 기능중심접근법,구성주의 신념 세 범주로 구성된 설문지를 사용해 168명의 1학년 및 2학년 담당교사들을 대상으로 조사하였다. 연구의 결과는 두 접근방식을 아동들의 발달수준 및 필요에 따라 적절히 병용해야 한다는 균형적 접근법의 관점에서 논의되었다. This article explored the literacy approaches elementary teachers depend on in their classrooms, and the beliefs related to children's literacy acquisition they rely on. A questionnaire consisted of 10 items each for whole-language approach, skills approach, and constructivistic beliefs was constructed. The responses of 86 first-grade teachers and 82 second-grade teachers were processed to reveal the results. The results showed that elementary teachers use both whole-language approach and skills approach, with slightly higher degree of skills approach. While there were no sigruficant differences in the use of whole-language approach between first-grade and second-grade teachers, first-grade teachers use sigruficantly more skills approach than second-grade teachers do. The degree of elementary teachers' constructivistic beliefs related to literacy acquisition was found to be considerably high, which supports teachers' use of whole-language approach. The results were discussed with the reference to balanced approach.

총체적 언어접근과 유치원 유아의 문해지도 방안

정숙경 동아대학교 학생생활연구소 2001 學生硏究 Vol.29 No.-

Traditional approach to young children literacy is shills approach, in which readiness skills for literacy are directly taught. Recently constructivists presented whole-language approach as an appropriate method to teach young children literacy, in which all of four language skills are simultaneously promoted through a meaningful context using children's constructing processes. The purpose of this study was to explore a desirable way to teach literacy. Accordingly, this study reviewed prior research and related literature to examine the characteristics of whole-language approach and of young children's literacy development, and presented goals and principles for young children's literacy instruction. The conclusions derived from this study are as follows: First, whole-language approach is a learner-centered language instruction method, which requires using integration of language skills in real-life meaningful context. The controversy between skills approach and whole-language approach has a long history, however, a consensus have reached that it is desirable to use both approach appropriately. Secondly, three theoretical explanations are considered to understand young children's language development: Behavioristic view, innate capacity theory, and constructivist view. Young children's literacy including reading and writing develops through three stages: Setting foundations for literacy, learning about print and understanding printed language, and, finally, becoming independent readers. Thirdly, the promises for teaching young children literacy is that the methods should be developmentally appropriate, and combine whole-language approach with skills approach with balance. The goal for young children's literacy instruction and four principles for reaching literacy were presented.

유치원 교사들의 문해습득에 대한 신념 및 실천 분석

정숙경 동아대학교 2001 大學院論文集 Vol.26 No.-

The purpose of this study was to investigate kindergarten teachers' beliefs and practices for young children's literacy acquisition. Specifically, teachers' beliefs in terms of constructivism and its variance according to teacher characteristics, and teachers' use of literacy approaches and their variances according to young children's age and teacher characteristics were examined. Subjects were 280 teachers sampled from 39 kindergartens located in Pusan and Kyungnam Province. A Questionnaire was developed with the reference of Wortham(1998), Hopkin(1995) and Chung(1998) to collect data. Statistical methods used in this study were mean table, MANOVA, and Tukey post-hoc test. The conclusions derived from the discussion on the results of this study are as follows: Firstly, it was revealed that both the degree of teachers' beliefs on constructivism and the use of whole-language approach were comparatively high. Therefore kindergarten teachers seem to use whole-language approach based on their solid theoretical backgrounds. Secondly, kindergarten teachers are revealed to use whole-language approach more than skills approach to assist young children's literacy acquisition. This is a desirable tendency for balanced adoptions between the two approaches in the classrooms. Thirdly, the tendency for teachers to use the two literacy approachers does not vary according to the age of young children they teach. This can be a problematic classroom practice because the dominance of whole-language approach for younger children should shift progressively to include more skills approach as children reveals and develops emergent literacy. Therefore, this tendency should be reflected in teacher education programs. Fourthly, while teachers with higher status and education revealed higher beliefs on constructivism, and teachers with more teaching experience and higher education use more whole-language approach, teachers with less teaching experience use more skills approach. This should also be reflected in teacher education programs.

한국 여성사 정립을 위한 인물 유형 연구 : from Ancient Times to Tae-han Che-guk(大韓帝國) 고대에서 대한제국 시대까지

정세화,최숙경,이배용,장필화,김영미,박진숙 이화여대 한국여성연구소 1988 여성학논집 Vol.5 No.-

This study is an attempt to analyse the types of women recorded in historical documents. The categories are broadly divided in three areas; political, social and familial spheres. In the political sphere, three queens in Shilla period, the only period in Korean history when a queen was the supreme ruler, and women who had a formal right to be involved in the determination of soverign successor, to assume regency, and who had various informal political influence. In the social sphere, women's economic and religeous activities were examined. Also women specialists such as medicine women, shamans and kisaeng (entertainers) are examined in this category. In the familial sphere, conjugal relationships of first (legitimate) wives and concubines, and women's status and activities are investigated. The gradual establishment of patriarchal system initiated by the state, and the conflict of women's interests in the process was analysed. As a result of this preliminary analyses, it became clear that the social position of women in Korean history was constricted with the growth of the power of the state. In the case of ancient Korea and Koryo period women's status in the family was comparatively higher and their personal activities were freer although their political and social activities were restricted. As time progressed, the establishment and reinforcement of partriarchal system of the state based on confucian ideology had crucial importance on the position of women in society. The system of family was restructured and carefully monitored, and the members of the family were closely controlled. The state sought the material and ideological bases of the power through these control. As a result, the status of women became more structurally subjugated to make heads of the family, especially after the mid Choson dynasty.

유아의 조망수용과 분배정의 추론간의 관계 연구

정숙경,김애자 동아대학교 교육대학원 1999 동아교육논총 Vol.25 No.-

The purpose of this study was to intestigate the relationships between preschoolers´ sharing justice and perspective-taking. Following reserach problems were proposed in this study. Problem 1.Is there a meaningful correlation between preschoolers´ sharing justice and perspective-taking? Problem 2.How much of the preschoolers´ sharing justice is explained by each factors of perspective-taking? The subjects of this study were 78 preschoolers sampled from two kindergarten in M city. Perspective-Taking Test and Moral Reasoning Test were administered respectively. The statistical methods to analyze the data of this study were Person´s Correlation and multiple-regression. The conclusions derived from the discussion of the results of this study are as follows. Firstly, there is significant correlations between preschoolers´ sharing justice and perspective-taking. Therefore, both sharing justice and perspective-taking of preschoolers can be considered to be moral reasoning related variables. Secondly, among sub-factors of cognitive perspective-taking of preschoolers, other-thought-perspective explains 10% of preschoolers’ sharing justice, but other-intended-perspecitve and emotional perspective-taking and hardly explains sharing justice of preschoolers. Therefore, the correlation between preschooler’s sharing justice and perspective-taking comes out mostly from the relationships between sharing justice and other-thought-perspective.

사람 태아 간의 과립백혈구 형성에 관한 전자현미경적 연구

홍진숙,김경용,이원복,김동창 대한해부학회 1992 Anatomy & Cell Biology Vol.25 No.4

지식습득에 대한 교사 신념 분석 : 객관주의 대 구성주의 Objectivism vs Constructivism

정숙경 東亞大學校 學生生活硏究所 1998 學生硏究 Vol.17 No.-

This study investigated teachers' views of knowledge acquisition. Research questions for this study were : (1) What is the position of teachers' views of knowledge acquisition along a continuum from constructivism to objertivism? (2) Do the positions of teachers' views of knowledge acquisition along the continuum vary as a function of teachers' level of school, level of academic experience, years of teaching experience, and gender? An instrument that assesses teachers' views of knowledge acquisition along a continuum from constructivism to objectivism was constructed by the researcher on the ground of literature survey on objectivism and constructivism. The instrument includes 3. categories : knowledge characteristics, epistemology, and teaching-learning process. The conclusions derived in the study are as follow : Firstly, elementary and secondary teachers generally hold neutral perspectives about knowledge acquisition along a continuum from constructivism to objectivism. Nevertheless, among the categories, teachers reflect more objectivist perspective on the categories of knowledge characterestics and epistemology while reflect more constructivist views on the category of teaching-learning process. Secondry, teachers' views do not vary as a function of teacher's level of school, level of academic experience, years of teaching experience and gender. Teachers who have more years of teaching experience than their counterparts with less years of teaching experience, however, hold more objectivist views on learner's eligibility to manage his own learning process.