• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.117-131
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• 2005

The purpose of this research was to develop objectives of Housing contents in Technology$\cdot$Home Economics by three systems of action and to find out the importance of the objectives of the teachers have taught the class. The 303 teachers from 183 middle schools replied the mail questionnaire during September, 2003. The data were analyzed by SPSS/win. The 21 objectives for each system of action were developed based on the textbooks, teachers guides, and other related references. The importance of the objectives related to communicative system of action was the highest, respectively followed by the ones related to technical and emancipatory systems of action. Indoor Environment & Equipment was more likely to be important than Maintenance & Repairs as the objectives related to communicative system of action, while Usage of Living Space was less likely to be important than the other two sub-units. The importance of the objectives was somewhat differed by the general characteristics of the teachers. The older are the more important the objectives related to technical system of action. Female, Home Economics teachers, who learned philosophy of Home Economics were more likely to think than others objectives related to communicative and emancipatory systems of action to be important. This research showed the teachers' perspectives of the objectives of Housing contents were not the same among respondents and generally supported the previous results from other contents of Home Economics.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.1-19
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• 2016

The purpose of this study was to design curriculum content structure integrating three systems of actions for 2009 revised current home economics curriculum. For the development of content structure and content elements, a development team of two home economics scholars, a cooperating team of three home economics teachers, and an expert team of 15 home economics teachers and professors were organized. Phase 1 of curriculum development was developed by integrating three systems of actions with traditional home economics content areas of clothing, food, housing, consumption, and family by the development team. It is examined by the cooperating team and in phase 2 is recommended to build matrix of units of the current curriculum and the three systems of actions. The final phase of curriculum development illustrated a content structure integrating the sub-units of 2009 revised current curriculum and the three systems of action following the expert group's professional opinion.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2009.05a
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• pp.95-96
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• 2009

행동활성화 및 억제체계의 민감성에 따라 4 개 집단으로 분류하고, 각 집단에 대하여 뇌파를 측정하여 전전두엽의 비대칭성을 평가하였다. 이들 각 집단에 대하여 긍정적 감성을 유발시킬 수 있는 음향(명상음악)과 부정적 감성을 유발시킬 수 있는 음향(소음)을 제시하여 그 반응을 분석한 결과, 명상음악 청취에 대한 주관적 감성평가는 4 개 집단 모두 비슷한 수준의 긍정적 감성을 나타냈지만, 전전두엽의 비대칭성은 행동억제체계가 민감한 집단에 비하여 행동활성화체계가 민감한 집단일수록 좌측 전전두엽이 더 활성화되는 것으로 나타나 Davidson 의 행동활성화 및 행동억제체계의 단일차원을 지지한다. 소음청취에 대한 주관적 평가에서는 4개 집단 모두 비슷한 수준의 부정적 감성을 나타낸 반면에, 전전두엽의 비대칭성은 행동활성화 또는 억제체계의 민감성이 어느 하나라도 높은 3 개 집단 모두에서 우측 전전두엽이 더 활성화 되었지만, 민감성이 모두 낮은 나머지 1 개 집단에서는 좌측 전전두엽이 더 활성화되는 것으로 나타나 Gray의 행동활성화 및 행동억제체계의 독립차원을 지지한다.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2001.05a
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• pp.219-224
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• 2001

본 연구에서는 개인의 성격이 소리자극에 의하여 유도되는 감성에 미치는 영향을 조사하기 위하여 대학생 450명(남자: 210명)을 대상으로 행동활성화체계(BAS)와 행동억제체계(BIS) 민감성의 고저에 따라 두 집단을 추출하여 안정상태에서 전전두엽(PFC)의 비대칭적 활성화를 측정한 뒤, 긍정감성과 부정감성을 각각 유발하는 소리들을 제시하여 느끼는 감성에 대한 심리반응 변화를 평가하고 이에 따른 전전두엽의 비대칭적 활성화의 변화를 관찰하였다. 긍정감성과 부정감성을 유도하는 소리는 명상음악과 소음을 각각 사용하였으며 안정상태와 음향청취상태에서의 전전두엽 영역 활성화를 관찰하기 위하여 F7와 F8 부위에서 EEG의 알파밴드(8-13 Hz) 활성도를 분석하였다.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.117-139
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• 2020

The purpose of this study was to develop curriculum of the elementary, and secondary school home economics that integrates three systems of action and to prepare a plan for convergence education in home economics curriculum. To achieve this goal, the characteristics of elementary, secondary school dietary curriculum integrating three systems of action, the focus of development, core competencies, and goals were derived through the review of literature. In this study, we set up perennial and sub-practical problems and selected content elements. The contents system of the developed curriculum was modified and supplemented by examining the validity of experts, and the achievement standard of the middle school home economics dietary education curriculum was developed by integrating the three systems of action. The content system of the elementary, and secondary school home economics curriculum that integrated the three systems of action is centered on practical problems, and the perennial problem is 'What should we do to practice healthy dietary life?' There are five areas of this curriculum: 'health and diet', 'food planning', 'food purchase and management', 'cooking', and 'meal', and the scope of curriculum is repeatedly expanded to 'personal and family', and 'social'. The practical problems in the five areas are composed of 10 practical problems in the two dimensions (personal & family, and society), and the practical problems and contents elements are spiralled by applying the principle of integration. The contents of this curriculum were compared with the achievement standards and learning elements of the dietary life in the 2015 elementary school practical arts, middle and high school 'technology & home economics', and the 'home economics science' curriculum. The results showed that the developed curriculum encompassed additional content beyond all the content already included in the 2015 revised curriculum.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.758-769
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• 2011

This study was designed to investigate the relations of motivation to related variables, and the motivation by student's variables basically through measure of motivation system about science learning. For this, 496 fourth-grade students and 425 eighth-grade students were required to accomplish a questionnaire on behavioral inhibition/activation system about science learning (SL-BIS/BAS), and self-efficacy. Based on these materials, SLBIS/BAS by student's variables and relations between the system to self-efficacy were analyzed. The result of this study shows the following:First, the sensitivity about SL-BIS in the eighth-grade was higher than in the fourth-grade. But sensitivity about SLBAS and self-efficacy in the eighth-grade was lower than in the fourth-grade Hence, the difference in sensitivity about SL-BIS/BAS agree with difference in motivation. Second, there were low negative correlation with SL-BIS and self-efficacy, and positive correlation with SL-BAS and self-efficacy. In addition, two systems account for 41% of self-efficacy, it showed that SL-BIS/BAS relates to self-efficacy. Through the results of this study, relations of motivation to related variables, and the motivation by student's variables were identified. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.

• Science of Emotion and Sensibility
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• v.8 no.4
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• pp.403-413
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• 2005

The purpose of the present study was to investigate the responses to positive/negative emotional stimuli for the different sensitivities of behavioral activation system (BAS) and behavioral inhibition system (BIS). We recorded If-channel EEG data for 8 BAS sensitive subjects an48 BIS sensitive subjects. EEGs were analyzed with LORETA (Low-resolution electromagnetic tomography) From scalp-recorded electrical potential distribution, LORETA computes the three-dimensional intracerebral distributions of current density for specified EEG frequency bands. hs results , significant differences between the BAS sensitive group ant the BIS sensitive group appeared LORETA alpha activities over the prefrontal lobe and the cingulate gyrus. Prefrontal regions and limbic system including cingulate gyrus are involved in emotional processing. Moreover, subjects with the high BAS sensitivity. responded more sensitively to the positive stimulation than subjects with the high BIS sensitivity. Therefore, our results suggest the possibility of correlation between BAS/BIS sensitivity and positive/negative emotional stimuli.

• Journal of Families and Better Life
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• v.13 no.3
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• pp.156-169
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• 1995

본 연구는 체계론에 근거하여 농촌가정의 의사소통효율성, 재무관리행동, 가정생활 만족간의 관계를 분석하고자 하였다. 연구 결과 체계론에 의해 제시된 개념적 틀을 지지하는 것으로 나타났으며 이를 요약하면 다음과 같다. 1) 의사소통효율성에 직접효과를 미친 변수는 경제문제 경험도와 경제적 상승감이었다. 재정관리행동에는 경제문제 경험도, 경제적 기대감, 의사소통효율성이 직접효과를 미쳤고, 경제문제경험도는 의사소통효율성을 통한 간접효과도 미치는 것으로 나타났다. 2) 경제문제경험도, 경제적 상승감, 경제적 기대감, 의사소통효율성, 재무관리행동의 변수가 산출요소인 가정생활만족에 직접적인 효과를 보였고, 이중 재무관리행동을 제외한 4개 변수 모두 재무관리행동을 통한 간접효과도 미치는 것으로 나타났다.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2001.11a
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• pp.138-143
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• 2001

본 연구에서는 생환공간에서의 음향감성을 평가하기 위하여 긍정감성을 유발하는 음환경으로서 '명상음악'과 부정감성을 유발하는 음환경으로서 '헬리콥터소음'과 '마루가 삐거덕거리는 소음'을 제시하였을 때 행동활성화체계(BAS)와 행동억제체계(BIS)의 민감성이 서로 다른 집단들을 대상으로 전전두엽의(PFC) 비대칭성과 심장박동율변동성(HRV)을 분석하였다. 연구결과, 명상음악을 청취시에는 안정상태에 비하여 좌측전두엽이 더 활성화되고 HRV의 LF/HF는 감소된 반면에 소음환경에서는 우측전두엽이 더 활성화되고 LF/HF는 더 증가하였다.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2009.05a
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• pp.71-72
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• 2009

행동활성화체계(BAS)/ 행동억제체계(BIS)는 서로 독립적이고 구분되는 신경 기저와 작용 방식을 가졌기 때문에 사람들은 이 두 체계에서 각기 독립적인 민감성을 보이리라고 가정할 수 있으며, 개인의 기질이나 성격 특성 및 광범위한 전반적 정서 경험 경향성과도 밀접하게 관련된다고 가정된다. 본 연구에서는 뇌자도(MEG)에서 취득한 신호를 가지고 EEG에서 얻은 신호 및 자기 보고식 질문지를 통한 비교 분석 연구를 수행하였다. 총 9명 (male=6, female=3)을 대상으로 EEG/MEG를 수행한 후 BIS/BAS 질문지를 수행하여 비교 분석하였다. 자기 보고식 질문지와 EEG/MEG와의 상관관계 및 통계분석을 통하여 EEG와 MEG에서 일치성 및 상관성을 살펴보고 향후 성격 및 감성성향 판단 및 분류에 있어서 MEG의 효용성 측면을 살펴보고자 함이 본 연구의 목적이다.