글로벌리더 언어프로그램이 유아의 언어 이해, 표현 및 창의성에 미치는 영향

이경화(Kyunghwa Lee),장숙현(Sookhyun Jang) 한국교육방법학회 2011 교육방법연구 Vol.23 No.3

본 연구는 유아의 언어능력과 창의성 함양을 목표로 개발된 글로벌리더 언어프로그램(이경화, 2009b)의 효과를 확인함으로써, 유아교육 현장에서 효율적으로 활용할 수 있는 교수-학습프로그램을 제안하고자 하는데 목적이 있다. 따라서 본 연구에서는 만 4세 유아 30명을 무선 선발하여 연구대상으로 하였으며, 2010년 10월 4일에서 10월 29일까지 실험을 실시하였다. 선발된 유아는 실험집단과 통제집단에 각각 15명씩 무선 배치한 후, 사전검사를 실시하여 언어이해 및 표현능력과 창의성에 있어서의 동질성을 확인한 후, 실험집단 유아에게는 16차시에 걸쳐 글로벌리더 언어프로그램을 적용한 언어수업을 하였으며 통제집단의 유아에게는 같은 시간에 제7차 유치원 교육과정의 언어생활영역에 근거한 언어수업을 실시하였다. 실험 후 실시한 사후검사 점수로 실험집단과 통제집단 간 차이검정(t-test)을 하였다. 연구결과, 글로벌리더 언어프로그램을 실시한 실험집단과 일반 유치원 프로그램을 실시한 통제집단 간에는 유의미한 차이가 나타나, 글로벌 언어프로그램이 유아들의 읽기와 말하기의 언어능력과 창의성 증진에 효과적임이 확인되었다. The purpose of this study was to identify the effect of the global leader language program that was developed for fostering the language capability and creativity of young children by Lee(2009a, b) and then would like to provide the learning program to the kindergarten for effective application. The subjects of this study were 30 four years old children who were selected randomly from K kindergarten and assigned 15 children to the experimental group and control group each. The test tools for measuring language capability and creativity were “Hangul start and arrive” by Lee(2004) and “Integrated creativity test for young children” by Lee(2003), and used for pre and post test. Experimentation for this study was conducted for 4 weeks during 4th~29th Oct. 2011. The results of this study were as follows: First, the effects of the global leader program on language comprehension of young children were identified from this study. The experimental group children were more improved in language comprehension capability than the control group children after experimentation(p

동화활용 언어프로그램이 유아의 창의성 향상에 미치는 효과

이경화(Lee Kyunghwa),이연주(Lee Yeonju) 한국영재교육학회 2008 영재와 영재교육 Vol.7 No.1

  본 연구는 동화를 이용한 언어활동 프로그램이 유아의 창의성 향상에 미치는 효과를 확인함으로써, 유아의 창의성 향상을 위한 효과적인 교수프로그램 개발을 위한 자료로 제공하고자 하는데 목적이 있다. 따라서 본 연구에서는 동화활용 언어프로그램이 유아의 언어와 도형 영역에서의 창의성 향상에 효과적일 것이라는 가설을 설정하고 이를 검정하였다. 본 연구의 대상은 유아 12명으로, 이들을 무선 선발하여 실험집단과 통제집단에 각 6명씩 무선 배치한 후 사전검사를 실시하여 동질성을 확인하였다. 수업은 주 2회씩 총 12회에 걸쳐 실험을 실시하였다. 연구 결과, 동화활용 언어프로그램이 유아의 언어와 도형영역에서의 창의적 능력과 창의적 성격 향상에 효과적임이 확인되었다. 따라서 유아의 창의성을 계발시키고자 하는 수업에 본 연구에서 개발된 것과 같은 동화활용 언어프로그램을 적용한다면 유아교육현장에서 효과적으로 사용할 수 있을 것이다.   The objective of this study is to certify what effects language activity programs have on progress in children"s creativity. That is, this study aims at finding an effective teaching method for progress in creativity by clarifying whether telling fairy tales to children and making them participate in language activities have effects on the development of a rich imagination, curiosity, and creative ideas, and on the formation of creative personality.<BR>  The hypothesis of this study was that language activity programs using fairy tales would affect progress in children"s linguistic and creative abilities in a figural field and their creative personality.<BR>  A total of twelve 5-year-old children were randomly sampled and the respective six subjects were then classified into an experimental group which applied language activity programs using fairy tales and a control group where teachers mainly led language activities. These experiments were conducted twice every week for 6 weeks from March 23rd to April 27th, 2007, amounting to 12 sessions.<BR>  As instruments, "Integrated Creativity Test for Children" developed by Lee Kyung-hwa and Lee Shin-dong(2003) was used for both pre-and post- test. Then data was treated by SPSS WIN 12.0 to conduct the t-test.<BR>  The results of this study were summarized as the following:<BR>  First, children in the experimental group who participated in language activity programs using fairy tales increased their creative ability(linguistic creativity and figural creativity) more than the control group where the teacher led general language activities.<BR>  Second, children in the experimental group who participated in language activity programs using fairy tales showed progress in their linguistic creativity (imagination, fluency, and originality) more than the control group. That is, the language activity programs using fairy tales had positive effects on progress in linguistic creativity.<BR>  Third, children in the experimental group who participated in language activity programs using fairy tales showed progress in their figural creativity(continuity, connection, accomplishment, addition of new elements, themes, and nonhabituation) more than the control group. In other words, language activity programs using fairy tales had positive effects on progress in children"s figural creativity.<BR>  Fourth, children in the experimental group who participated in language activity programs using fairy tales improved their creative personality(curiosity, independence, adventurous spirit, and attachment to assignments) more than the control group. That is, the language activities programs using fairy tales had positive effects on progress in children"s creative personality.<BR>  In conclusion, it was verified that the language activity programs using fairy  tales had positive effects on the progress of the children"s creativity. Therefore, the program is expected to be used as a teaching method for a progress in children"s creativity in the field of early childhood education.

대학생의 창의적 성격 및 자아개념 향상에 미치는 온라인 창의수업의 효과

이경화 ( Kyunghwa Lee ),김정연 ( Chungyun Kim ) 인하대학교 교육연구소 2017 교육문화연구 Vol.23 No.1

본 연구에서는 창의융합인재 육성에 대한 시대적 요구에 맞추어 개발된 온라인 창의수업이 대학생의 창의융합역량과 관련된 창의적 성격 및 자아개념을 향상시키는데 효과적인지를 확인하고자 하였다. 따라서 온라인 창의수업을 실시하기 전, 후에 사전, 사후검사로 창의적 성격(이경화, 2014)과 자아개념(이경화, 고진영, 2015)을 측정하여 창의적 성격과 자아개념 향상에 미치는 수업효과를 분석하였다. 한편, 온라인 창의수업의 효과가 대학생들의 성, 학년, 전공에 따라 어떤 차이가 있는 지를 확인하게 된다면 향후 대학에서 실시되는 창의성 함양을 위한 교육과정 개발에 도움을 제공할 것이라고 보았다. 이와 같은 목적에 따라 실험설계를 하였는데. 온라인 창의수업을 수강하는 374명의 대학생들을 실험집단에, 온라인 자기주도학습을 수강하는 321명의 대학생들을 비교집단으로 배정하였다. 한 학기 수업 후에 실험의 효과를 확인한 결과, 온라인 창의수업을 수강한 실험집단 학생들의 창의적 성격과 자아개념은 비교집단 학생들에 비해 유의한 향상이 나타났다. 그리고 이러한 향상 정도는 대학생의 배경변인인 성, 학년, 전공에 따라 부분적으로 통계적인 차이가 유의하게 나타났다. 본 연구의 결과에서 미래사회가 필요로 하는 인재가 갖추어야 할 역량으로서 창의적 성격과 자아개념 함양을 위해 대학 강의를 체계적으로 어떤 내용과 방법으로 실시할 것인지에 대한 시사점을 제공할 수 있었다. This study was conducted to foster creative confluent talented students, identifying the effect of online creativity class on creative personality and self-concept of university students and average score differences before/after online creativity class and online self-directed class, according to gender, grade and major. So, an experimental group of 374 and a control group of 321 were compared based on the results of creative personality of the integrated creativity test(Lee, 2014) and self-concept test(Lee & Koh, 2015). Results of this study were that there were partially statistically meaningful differences of creative personality and self-concept according to gender, grade and major. Therefore differentiated curriculum and teaching-learning methods to foster creative confluent talented students considering characteristics of university students should be implemented systematically for a long term.

독서경험과 교사의 질문유형이 유아의 언어창의성 증진에 미치는 효과

이경화(Lee Kyunghwa),박숙희(Park Sookhee),이명애(Lee Myoungae) 한국창의력교육학회 2002 창의력교육연구 Vol.5 No.1

This research was for finding, in reading education during a picture book activity, how the teachers question types with interaction of the children s experience of reading affected the creativity of language. For this purpose, laying stress on imagination, fluency and originality, which were components of creativity, we established the following research problems. 1. Is there any difference of improving the creativity of language in depending on the teachers question types (divergent and convergent) in reading education? 2. Is there any difference of improving the creativity of language in depending on the children s reading experience (high and low) after reading education? 3. Is there any distinctive effect on improving creativity of language among the four groups composed in depending on the reading experience (high and low) and question types (divergent and convergent)? The subjects of this research were 40 six-year-old children at S kindergarten located at Shingil-dong, Youngdeungpo-gu, in Seoul. Out of all the 65 children of the 2 classes, 40children were selected according as the result of questionnaires for finding the children s reading experiences. And children were divided into four experimental groups (20 children in reading experience group and 20 children in low reading experience group). The research tool which was used in this study was [the integrated creativity test for children] by Kyunghwa Lee et al. to test the children’s creativity. The integrated creativity test as a standardized test was organized to test the children s creative ability and inclination in integration. The sub-groups of creative ability test were language and figure and the sub-factors were imagination, fluency and originality. In this study, only the test of creative ability was used and the test of language creativity was utilized. The experiments were executed ten times (2 or three times a week) for four weeks. The data were analyzed by t-test, ANOVA and ANCOVA. The results of this research were as follows; First, in reading education with a picture book, the children who educated by using convergent questions were improved in the creativity of language more than the children who educated by using divergent questions. Second, the differences between the children who had high reading experience and the children who had low reading experience were significant statistically with P<0.5 in imagination, fluency and originality through reading education for improvement of creativity. Therefore, the children who had high reading experience were improved in the creativity of language through reading education by divergent questions more than the children who had low reading experience. Third, the teachers question types had distinctive influences on the four groups differently in depending on children’s reading experience. In imagination, the differences among groups were significant with P<0.5 statically. In the concrete, the high reading experience group with divergent and convergent questions had some significant differences with the low reading experience group. The results of the study show that the language using method and proper question types of parents and teachers in consideration of the babyhood s distinction were significant factors to improve the children s creativity. Therefore, these results would be very useful for children to form a proper reading habit and sense of value through making good reading environment in childhood. 본 연구의 목적은 동화활동에서 유아의 읽기지도시 교사의 질문유형이 유아의 독서경험과 상호작용에서 언어창의성에 어떠한 영향을 미치는지를 알아보려는 것이다. 연구 대상은 서울시 영등포구 신길동에 소재한 S유치원의 6세반 유아 40명이다. 2개 학급의 전체유아 65명 유아중 독서경험을 알아보기 위한 설문조사 결과에 따라 40명을 선정하여 독서경험 상위집단에 20명, 독서경험 하위집단에 20명을 할당하여 4개의 실험집단을 구성하였다. 본 연구의 결과, 첫째 동화를 활용하여 읽기지도 수렴적 질문을 사용해 읽기지도를 받은 유아는 확산적질문에 의해 읽기지도를 받은 유아에 비해 언어창의성을 더 의의 있게 향상시킬 수 있었다. 둘째, 독서경험이 많은 유아들은 독서경험이 적은 유아들에 비해 창의력 증진을 위한 읽기수업을 통하여 상상력, 유창성, 독창성에 있어서 집단간에 p<.05 수준에서 통계적으로 유의미한 차이가 나타났다. 셋째, 교사의 절문유행은 유아의 독서경험에 따라 네 집단간에 있어서 차별적으로 영향을 미치는 것으로 나타났다. 상상력에 있어서 집단간에 p<.05 수준에서 통계적으로 유의미한 차이가 있었다. 즉, 확산적 질문을 받은 독서경험 상집단과 수렴적 질문을 받은 독서경험 상집단에 비해 독서경험 하집단에 있어서 유의미한 차이가 있었다.

Empathy and Intersubjectivity in Culture: From Studies of Young Children with Attention Deficit/Hyperactivity Disorder (ADHD)

Kyunghwa Lee 환태평양유아교육연구학회 2014 Asia-Pacific journal of research in early childhoo Vol.8 No.2

Drawing on studies of young children with Attention Deficit/Hyperactivity Disorder (ADHD) that I have conducted, I discuss in this article my developing ideas about empathy and intersubjectivity in culture. I begin by briefly explaining why I have studied young children with ADHD. I share some findings from a cross-cultural study of early childhood teachers’ perspectives on ADHD that I conducted a few years ago. I then describe peer relations of children with ADHD based on both a review of relevant literature and an initial analysis of my current study on young children considered at-risk of being diagnosed with ADHD. I conclude with implications of these studies for reexamining the construct of empathy, building intersubjective pedagogy, and considering empathy and intersubjectivity in culture.

PFOA-induced metabolism disturbance and multi-generational reproductive toxicity in <i>Oryzias latipes</i>

Lee, Jin Wuk,Lee, Jae-Woo,Kim, Kyungtae,Shin, Yu-Jin,Kim, Jieun,Kim, Suhkmann,Kim, Heejung,Kim, Pilje,Park, Kyunghwa Elsevier 2017 Journal of hazardous materials Vol.340 No.-

<P><B>Abstract</B></P> <P>The aims of this study were to examine multi-generational reproductive toxicity and metabolism disturbances in <I>Oryzias latipes</I> exposed to 0.3, 3, and 30mg/L PFOA for 259-day. The highest concentration of PFOA suppressed fecundity over three generations from F0 to F2 and sac-fry survival rate in F2 generation, indicating that PFOA resulted in multi-generational reproductive toxicity <B>(<I>p<</I> </B> <B>0.05)</B>. Histologically, in F1 and F2 generations, <I>O. latipes</I> exposed to 30mg/L PFOA revealed accelerated gonad development, and the atrophy and degeneration of thyroid follicular cell. Glucose content showed the highest increase in both genders in all metabolites. However, alanine, glutamine, threonine, and lactate content, which are converted into glucose showed decline tendency, suggesting that PFOA led to gluconeogenesis. Change of osmolyte content affecting osmosis such as a decrease of male <I>myo</I>-inositol (<I>m</I>-Ino), an increase of female trimethylamine <I>N</I>-oxide (TMAO) and an increase of male dimethylamine (DMA) suggest that PFOA might affect osmoregulation of <I>O. latipes</I>. Oxaloacetate of male fish and succinate of female fish showed significant alterations, indicating that PFOA may affect energy metabolism differently by sex. These findings will help elucidate the toxicity of PFOA in diverse biological responses including metabolism change.</P> <P><B>Highlights</B></P> <P> <UL> <LI> PFOA can affect carbohydrate metabolism and osmoregulation of <I>Oryzias latipes</I>. </LI> <LI> Glucose content can be used as a biomarker for PFOA exposure in <I>Oryzias latipes.</I> </LI> <LI> PFOA caused histological abnormality in gonad and thyroid follicular cell. </LI> <LI> PFOA caused multi-generational reproductive toxicity in <I>Oryzias latipes</I>. </LI> </UL> </P>

Cyber Violence and Gender : Suggestions through Analysis of Cases

Lee, KyungHwa 숙명여자대학교 아세아여성문제연구소 2002 Asian Women Vol.14 No.-

Reflections on Non-Caring Phenomena from Individual Lateral Violence to System Creating the Invisible Nurses Through Hannah Arendt’s Concepts

Kyunghwa Lee(이경화) 한국현상학회 2021 철학과 현상학 연구 Vol.90 No.-

한나 아렌트의 사유 돌봄이 필수인 간호계에 ‘간호사 간 약자 괴롭힘’이라는 돌봄 부재의 병리적 현상이 만연하고 있음에도 간호교육계와 간호 현장에서는 이렇다 할만한 전략을 내놓지 못하고 있는 것이 현실이다. 이에 필자는 한나 아렌트의 악의 평범성, 무사유, 다원성, 탄생성, 상호이해 등의 개념을 적용·논의함으로써 우리 사회의 필수 인력인 간호사들의 직무 스트레스 환경과 상대적으로 취약한 간호사들이 겪는 괴롭힘 현상을 고찰해보고자 개인 간호사 간의 무례함과 괴롭힘을 넘어 간호·의료계 결정권자들에게도 아렌트의 사유를 적용한 담론을 시도하였다. 사유 능력이 논의의 요점이지만 이러한 논의의 선결 조건으로서 상호이해와 합의 가능한 ‘간호사 간 공공영역’에 관한 아렌트의 시각 또한 포함하였다. 상호이해에 의한 인간 존엄성에 목적을 둠으로써 무사유와 괴롭힘 현상을 극복하고 평생 전문직으로서의 간호를 추구하는 모든 간호사에게 논의의 장이 되길 바란다. Lateral violence in the workplace has proven to be a pathological phenomenon in nursing literature. Yet, nursing programs and health care organizations don’t seem to have an in depth regard for strategies and practices, even with their nurses involved. By addressing the themes of concern in this current nursing phenomenon, why it exists particularly in the nursing practice, and discussing ethics in comparison to Arendt’s concepts of banality of evil, thoughtlessness, plurality, natality, and understanding, this paper reflects on this pathologic phenomenon in nursing practice and how we should expect to act at least morally fit when encountering the other, especially in a high stress environment comprised of workers essential to the backbone of society. Focusing solely on the disruptive behaviors of incivility of individual nurses completely misses the point; this feature of the culture has also been attributed to nursing elites and other health care providers (i.e., determinants) being complicit. The capacity to think is all about discussion. The prerequisite to discussion would be a ‘nurses public space’, following Arendt’s language, which is a public space between nurses, that is created by discourse in seeking possible consensus and mutual understanding. This study provides a meaningful synthesis to the discipline of nursing in the workplace, particularly aiming at preserving human dignity by mutual understanding through Arendt’s view. Hopefully, it will contribute to mobilizing and accelerating the implementation of action in the workplace, where preoccupation with thoughtlessness and disruptive behaviors can be overcome to a lifelong career path for nurses all throughout the chain.

Content Analysis of Expectations for Palliative Care in Non-Cancer Patients’ Caregivers

Kyunghwa Lee,Sanghee Kim,Hyoeun Jang 한국간호과학회 2019 한국간호과학회 학술대회 Vol.2019 No.10

Symptom Experience and Health Related Quality of Life among Non-Small Cell Lung Cancer Patients in Clinical Trials

Kyunghwa Lee,Eui Geum Oh,Sanghee Kim,Sang-We Kim 한국간호과학회 2015 한국간호과학회 학술대회 Vol.2015 No.10