• Title, Summary, Keyword: sex class

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A Study on the Comparisons of Home Economics Educational Effect between Coeducational Class and One-sex Class of Middle School in a Chungnam Rural Area (충남 일부 농촌 중학교 남녀혼성반과 분리반의 가정교과의 교육 효과 비교 연구 -식생활 단원을 중심으로-)

  • 강경심;김갑영
    • Journal of Korean Home Economics Education Association
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    • v.7 no.2
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    • pp.51-66
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    • 1995
  • The purpose of this thesis is to expound reference data on class management such as class formation and so on by comparing Home Economics Education effect of coeducational class and one-sex class in the coeducational middle school. The major findings were follow: 1. More than half of those teacher who answered choose a coeducational class style as an effective class style(51.7%) because of active class atmosphere, preparation for future home life and getting over fixed sexual ideas by equal curricula content. 2. The results of research for basic knowledge about the Part of Food and Nutritional Science, which was conducted before the class, showed that the score of the one-sex class was higher than that of the coeducational calss(p<0.05) 3. The results of evaluation after class were as follows: The score of one-sex class was higher in the protein food group(p<0.01) and carbohydrate food group(p<0.05). The difference of each class in the calcium food group, the mineral and vitamin food group and the oil and fats food group was very small. The total score of two classes was of little difference.

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The Effect of Sex Education Using Multimedia Program - Focusing on Elementary School Sixth-Grade - (멀티미디어 프로그램을 활용한 성교육의 효과 - 초등학교 6학년을 중심으로 -)

  • Back, Un-Seck;Park, Young-Soo
    • The Journal of Korean Society for School & Community Health Education
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    • v.1 no.1
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    • pp.83-93
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    • 2000
  • The purpose of this study were to suggest the method of sex education by designing and implementing multimedia program about sex education, to search the efficiency between a teaching using multimedia program and a teaching of traditional method. To put above aims into practice, these were required : 1. are there any differences in the alteration of sex attitude according to teaching methods. 2. are there any differences in the completion of sex knowledge according to teaching methods. 3. are there any differences in the alteration of sex attitude according to learning level and teaching methods. 4. are there any differences in the completion of sex knowledge according to learning level and teaching methods. 5. are there any differences in the alteration of sex attitude according to sex and teaching methods. 6. are there any differences in the completion of sex knowledge according to sex and teaching methods. To carry out a reseach for this purpose, the subjects for this study were 160 sixth grade students from 2 elementary schools in Pu-Chun, Kyung Ki. The tools for study were two kind of questionnaires: sex knowledge test, sex attitude test. Each test consists of 20 items. Collected data was analysed with t-test by means of SPSS program. The main results of this study are as follow: 1. The Alteration of sex attitude according to teaching methods. There was a significant difference among teaching methods(P<.001). a teaching using multimedia program was more efficient than a teaching of traditional method in the alteration of sex attitude. 2. The Completion of sex knowledge according to teaching methods. There was a significant difference among teaching methods(P<.001). a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge. 3. The Alteration of sex attitude according to learning level and teaching methods. There was a significant difference among teaching methods in the superior class. a teaching using multimedia program was more efficient than a teaching of traditional method in the alteration of sex attitude(P<.001). However, there was not a significant difference among teaching methods in the inferior class(P>.05). 4. The Completion of sex knowledge according to learning level and teaching methods. There was a significant difference among teaching methods in the superior class. a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge(P<.001). Also, there was a significant difference among teaching methods in the inferior class. a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge(P<.001). 5. The Alteration of sex attitude according to sex and teaching methods. There was a significant difference among teaching methods in the man class. a teaching using multimedia program was more efficient than a teaching of traditional method in the alteration of sex attitude(P<.01). However, There was not a significant difference among teaching methods in the woman class(P>.05). 6. The Completion of sex knowledge according to sex and teaching methods. There was a significant difference among teaching methods in the man class. a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge(P<.001). Also, there was a significant difference among teaching methods in the woman class. a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge(P<.05).

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The Development and Application of Sex Education Contents Available to Elementary Science Class (초등 과학수업에서 활용 가능한 성교육 콘텐츠의 개발 및 적용)

  • Yoo, Tae-Yang;Park, Jae-Keun
    • Journal of Korean Elementary Science Education
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    • v.29 no.1
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    • pp.13-21
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    • 2010
  • This study reflects the demand of content elements related to "Human Reproduction" in elementary school science curriculum, and verifies its effects by developing and applying sex education contents available to elementary science class. The developed contents is composed of three sections in reference to the contents guideline for teachers. The contents include anatomical knowledge related to human reproduction and reflect social and cultural context of sex ethics. The first section: "How was I born?", second section: "Amazing changes in my body" and third section: "Healthy body, healthy mind." In the result of analysis of changes in sex knowledge and attitude after applying the contents, it showed statistically significant differences between experimental and comparative class. Thus, the developed contents made positive influence on improvement in elementary students' knowledge and attitude of human reproduction. However, it showed little difference in the effects of sex education contents by the grade and gender. In conclusion, if the sex education contents developed through this study is actively applied, it is expected to provide the elementary students with knowledge of the anatomic difference between male and female, its social and cultural understanding and responsibility for sex ethics. In addition, it is considered to be used as effective education programs and materials in elementary school science curriculum.

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Perceptions of Clothing Norms Clothing Behavior and their Relations to Psychological Variables of College Student (남녀 대학생의 의복규범에 대한 의식과 복식행동 및 심리적변인에 관한 연구)

  • 박찬부
    • Journal of the Korean Society of Costume
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    • v.31
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    • pp.165-188
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    • 1997
  • This study aims at 1) examining the perceived importance of clothing norms 2) examining relationship between perceptions of clothing norms clothing behavior and psycho-logical variables-ego identity(uniqueness and self acceptance) and sex role identity and 3) ascertaining any significant differences in the level of the perceived importance of clothing norms among variables-sex role identity and the uniqueness in psychological variables-and which variables are influencingon perception of clothing norms. The perception of cloth in norms inventory clothing norms inventory clothin behavior inventory ego identity in-ventory and the Bem Sex Role Inventory were administered to 620 college students. Sex role identity was classified into androgynous mas-culine feminine and undifferentiated type. Subjects were asked to rate each statement on the clothing norms under two kinds of instructions: their attitudes(TATT) and their beliefs about the expectations of others toward clothing norms(TBEO). 1) The scores of 3 TBEO of the students were higher than the scores of TATT. But the scores of TBEO concerning modesty of students were lower than the scores of TATT. Discrepancy scores of TATT and TBEO of the students were revealed significances differently according to clothing norms. males lower and higher class students had more free attitudes to the norms concerning genaral clothing attitudes. Females and higher class students had less free attitudes to the clothing norms concerning modesty. Females and lower and higher class students had more free attitudes to the norms concening sex-role related clothing attitudes but male students had less free to the sex-role related clothing norms. 2) Significant negative correlations between each variable of clothing norms and conform-ity-individuality were found. But negative correlations between those variables of the males and lower class students were higher than the correlations of the female and higher class students and the former had more posi-tive relationships with clothing norms and con-formity as compared with the latter. And sig-nificant positive correlations between each variable of clothing norms and modesty were found. But positive correlations between those variables of the males females and higher class students were higher than the correlations of the lower class students and the latter had less positive relationship with clothing norms and modesty as compared with the former. 3) Significant negative correlations between clothing norms and uniqueness were found in the subjects groups. The females and lower class students had more negative relationships with clothing norms and uniqueness as compared with the male and higher class students. Significant positive correlations be-tween uniqueness and conformity-individuality were found in all subjects groups, Therefore the higher uniqueness the student have the less they perceive theimportance of clothing norms and the more they have individuality. Significant positive correlations between sex-role related(higher class) general(female) clothing norms and self acceptance were found. but significant negative correlations be-tween campus style(higher class) general(female) clothing norms and self acceptance were found. But significant negative correlations be-tween campus style(males lower class, higher class) clothing norms and self acceptance were found. Clothing norms therfore related posi-tively or negatively with self acceptance ac-cording to the subjects groups. And significant negative correlations between conformity in-dividuality and self acceptance was found in higher class students. 4) The female masculine groups and the masculine groups of lower class revealed high scores than the scores of andrgynous group and undifferentiated group in clothing norms concerning modesty. And the feminine group revealed high scores in conformity-individu-ality than the scores of the masculine group. Male masculine and feminine group revealed high scores in clothing norms concerning cam-pus style than the scores of the androgynous group. The masculine group and feminine group of the lower classes revealed high scores in general clothing norms than the scores of the androgynous group. 5) The most influencing variables on the clothing norms were sex conformity-individu-altiy and masculine-feminine variables in the right order. The general clothing norms and clothing norms concerning modesty were influened by the sex role identity but the sex role related clothing norms and clothing norms concerning campus style were influenced by the ego identity. 6) Based on the sum scores of the uniqueness each group of the subjects was separately segmened into "high medium and low" groups. By the analysis of variances sig-nificant differences in discrepancy scores of TBEO and TATT among 3 uniqueness level groups were found on all clothing norms variables in all students three clothing norms variables in male and female students and one clothing norms variable in lower and higher students and in each clothing norms variable the mean discrepancy scores of the high uniqueness group were higher than those of the other groups. The findings indicated that the differences in the discrepancy score mainly contributed to the results of correla-tions described above.bed above.

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Sex Ratio and Sex Reversal in Two-year-old Class of Oyster, Crassostrea gigas (Bivalvia: Ostreidae)

  • Park, Jung Jun;Kim, Hyejin;Kang, Seung Wan;An, Cheul Min;Lee, Sung-Ho;Gye, Myung Chan;Lee, Jung Sick
    • Development and Reproduction
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    • v.16 no.4
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    • pp.385-388
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    • 2012
  • The sex ratio (F:M) in the same population of oyster, Crassostrea gigas at the commencement of the study (2007) was 1:1.0, but changed to 1:2.8 by the end of the study (2008). The sex reversal rate in two-year-old oysters was 40.2%. Specifically, female to male sex reversal rate was 66.1%, which is higher than the male to female sex reversal rate of 21.1%. The sex reversal pattern of C. gigas appears to go from male ${\Rightarrow}$ female ${\Rightarrow}$ male, and as such is determined to be rhythmical hermaphroditism.

An Exploratory Study of Korean Fathering I : Paternal Involvement and Children's Sex Role Orientation (아버지의 역할수행에 관한 탐색적 연구 I : 아버지의 역할참여와 아동의 성역할 지향)

  • Yang, Jang Ae
    • Korean Journal of Child Studies
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    • v.20 no.1
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    • pp.135-145
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    • 1999
  • Little is known about the relationship between fathers and their preadolescent children in Korea or about variations in fathering by SES and sex role orientation. The purpose of this exploratory research was to examine variation in contemporary Korean fathering (e.g., warmth of fathering, frequency of father involvement, and task share of father involvement) and its influence on children's sex role development. One hundred and twenty-nine fathers, mothers, and their 11-13-year-old children completed standardized survey questionnaires addressing their childrearing practices, parental role involvement, spousal support, and sex role orientations. Data were analyzed using MANOVAs, t-test, correlational analyses, and multiple regression analyses. Mothers reported more warmth in parenting than did fathers. Regardless of sex of child middle class fathers reported more warmth than lower class fathers and lower frequency of task share than lower class fathers. Regardless of SES, fathers with working wives reported higher levels of task share of involvement relative to their spouse. Fathers who were more frequently involved with their children tended to receive greater support from their wives for paternal involvement. There were no differences in parenting by sex of child nor was fathering associated with children's sex role orientation. Girls' femininity was related to fathers' masculinity. SES, maternal support, fathers' femininity, parents' education level, and maternal work status had predictive ability for the ecological view that fathering is a dynamic process predicted by personal characteristics as well as contextual factors.

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A study of primary school teachers' beliefs on self-directed teaching in primary school English classroom (초등영어 수업에서 자기 주도적 교수에 대한 교사의 인식)

  • Kim, Young-Tae
    • English Language & Literature Teaching
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    • v.12 no.4
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    • pp.159-183
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    • 2006
  • The purpose of this study is to investigate Korean primary school English teachers' beliefs on self-directed teaching and learning for facilitating student's self-directed learning. A survey was conducted, using 315 primary school teachers as participants. According to different school areas, sex, English teaching careers, and types of English teaching like classroom teachers or English specialist teachers, beliefs on teachers' self-directed teaching were studied based on class planning, class process, utilization of human resources, development and utilization of teaching materials and class evaluation. The results of this study are as follows: first, differences were not shown except class planning according to teachers from different school areas. Second, sex and beliefs of teachers' self-directed teaching had nothing in common. Third, differences were shown in class planning and class process, according to English teaching careers. Finally, according to types of English teaching, differences were shown in class process and development and utilization of teaching materials. The study suggests that it is necessary to conduct other studies for observing primary English classrooms focusing on teacher's self-directed decision-making.

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Convergence Educational Exploration of Anxiety about PE Class in Middle School Coed Class and Single-sex Class (중학교 혼성·동성학급의 체육수업 걱정거리에 대한 융복합교육 방안 탐색)

  • Lee, Yang-Gu;Lee, Seung-Hee
    • Journal of Digital Convergence
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    • v.13 no.11
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    • pp.561-569
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    • 2015
  • This study looks into the level of anxiety that middle school students have about PE class, dividing the classes into coed class and single-sex class and aims to conduct an in-depth analysis of differences in sub-factors of the anxiety. Subjects of the study were 554 students in randomly selected six middle schools located in Gyeonggi-do. To figure out the relationships among the sub-factors of the anxiety according to class, grade, academic record and the level of physical strength, a Multivariate Analysis of Variance model was set up and analysis was conducted. The results obtained through the research are as follows. First, it was predicted that the level of anxiety about PE class in middle school would have a great impact on the factor, 'punishment' by class (coed and single-sex). Second, it was predicted that the level of anxiety about PE class in middle school would have a great impact on the factors, 'anxiety about the event of sports' and 'conflict during class' by grade. Third, it was found that there was no difference in the level of anxiety about PE class that middle school students had according to their academic record in PE. Fourth, it was predicted that the level of anxiety about PE class in middle school would have a great impact on the factor of 'anxiety about the event of sports' by the level of physical strength.

A Study on the Costume Accessories of Shilla in Sam Kuk Sa Ki(三國史記) (三國史記의 服飾硏究 Ⅵ -色服의 服飾 附屬品을 中心으로-)

  • 김진구
    • The Research Journal of the Costume Culture
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    • v.7 no.3
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    • pp.1-16
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    • 1999
  • This study in concerned with the costume accessories appeared in Sam Kuk Sa ki. The accessories of both sexes were analized. Results of this research can be summarized as follows : It was appeared that names of accessories of men were fewer in number than those of women. Men\`s accessories such as a hat, bok-du, a belt,boots, shoes, and sock were mentioned in Sam Kuk Sa Ki. Women\`s accessories appeared such as a hat, a comb, a hair pin, a belt, shoes, and sock. A bok-du, boots, and a hared belt were used exclusively by men, while a hat, kwan(冠), a comb, a hair pin, a scarf, pyo( ) were worn exclusively by women. All men from different classes including true bone class as well as the common class wore bok-du, a hat, a hard belt, boots, sock ; however, class distinctions were made from materials used for those items. Also women\`s accessories were used as means of differentiating social status of the wearer by means of materials employed for each item. Especially, woman\`s hat and scarf were a symbol of the noble class. Only two classes of women from the true-bone class and women from the sixth du-pum class entited to wear hats. Wearing a scarf was not allowed to women from the common class. Class dirrernetiations were made by the materials used for hats and scarves. Materials for a scarf such as gold and silver leaf, pecock tail, and king fisher fly feather were restricted to women from true-bone class. Such as man\`s hat bok-du( 頭), use of women\`s comb and hair pin, scarf, leggings were items drived from Tang China. It clearly showed that costume accessories of Silla were heavily influenced by the Chinese. At the same time the costume accessories were sued to make sex difference among the people of Silla. Woman wore a soft belt made of cloth while man wore a hard belt. Woman\`s hat, a scarf, a comb, a hair pin, a belt or sash for a shirt, and leggings were woman\`s sex symbol. Thus, costume accessories of Silla appeared in Sam Kum Sa Ki functioned as means of differentiating social status of the wearer such as sex,class and rank in the society. Also, they showed that Silla kingdom had close cultural relationship with Tang China.

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A study on the Mid-Life Family Stress and Family coping strategies (중년기 가족스트레스와 가족대처방안에 관한 연구)

  • 김태현
    • Journal of the Korean Home Economics Association
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    • v.28 no.4
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    • pp.103-117
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    • 1990
  • The purpose of this study was to investigate the difference of mid-life family stress and family coping strategies according to conjugal sex and social class. This study was also intended to examine the relations between mid-life family stress and family coping strategies. The subjects of this study were 150 married couples(300 persons) who were 40 to 59 years old in Seoul. McCubbin, Wilson & Patterson (1979)'s "Family Inventory of Life Events and Changes" and McCubbin, Larsen & Olson (1982)'s "Family Coping Strategies" were used to gather data for the study. For the statistical analysis of data, factor analysis, T-test, Duncan's multiple Range Test, Pearson's r and cronbach's α for reliability were performed. The major results of this study were summarized as follows; 1. There were significant differences according to conjugal sex and social class in family stress; Wives reported more family stress than husbands. And the lower social class of the family, the more family stress were found. 2. There were some significant differences according to conjugal sex and social class in family coping strategies; Wives reported more family coping strategies than husbands in "freind and neighbor's support", "religious support". And the lower social class of the family, the more "passive attitudes" were found. 3. There were some significant correlations between family stress and family coping strategies; The higher extent of the total family stress, the lesser positive attitudes were found.

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