The purpose of this study was to investigate whether educational welfare successfully supported children by listening to the students' experience and how they grow through the experience. For this study, I addressed the following problems. What experiences did students who participated in the educat...
The purpose of this study was to investigate whether educational welfare successfully supported children by listening to the students' experience and how they grow through the experience. For this study, I addressed the following problems. What experiences did students who participated in the educational welfare have? Second, What significance do students who participated in the educational welfare give to their experiences? In order to confirm the above research questions, I thought of the participant's experiences as a case and determined that it was best to use qualitative research methods to understand their experiences. The study focuses on describing the experiences of the participants in a phenomenological way. The observation period was from February 2015 until December 2015. The students were recorded by observing their behavior and their interaction with others at the time of their participation. The interviews were conducted in the education welfare room, which was a quiet and familiar atmosphere, three times from August to November. The interviews were conducted after school at the time the participants wanted. The study targeted participants who were seniors, in grade 4 and grade 5. These students had experienced all areas of education welfare, so the data was obtained in a meaningful discussion. To grasp the essential meaning of a phenomenon in which students participate in Education Welfare, I used the structural aspects of subjective experience as a reflective analysis. First, the researchers compared uncertain parts with contents of the original document while listening to the recorded information. Also I saw the field notes and interviews to ensure the accuracy of the contents. Next, I changed the text to separate terms to focus on the reactions and feelings of the participants. This was done to imply a certain sense of experience. This is how I derived the concept through several modifications. I summarized the meaning and nature of the comparison and reviewed the study participant's experiences. I created an extract of how the topics identified in the discussion document were relevant in analyzing the phenomenological literature and researchers as a means other materials. I saved an interview, recorded field notes, and the transcript for the validity and reliability of research. The subjects were constantly involved in the whole process of research. I have identified them for clear understanding in the process of analyzing the data and inspected. In the data analysis process, I received feedback from colleagues and professors showing the subject analysis. I created a cover letter for a full understanding of participants in the study. The participants were anonymous, as not to undermine the study. I kept checking the analysis of the data interpretation to make sure the intentions of the participants were reasonable. I did this by receiving feedback. I confirmed how to interpret the intent of the study participants clearly when analyzing the data, and continue to receive their feedback. Studies show that students who went through the educational welfare system had a variety of experiences. Students who join the program can experience the joy of reading, and based on the experience, they got perfect scores in diction. Also, it proved that confidence is built by doing homework. When they finished their homework and experienced the teacher's praise, it was a growth experience. The students who participated in the emotion psychology program also had a special experience. They could learn what they like and what they can do well. Cultural immersion programs also met a variety of cultural experience. Through the immersion, they discovered experiences outside of school. Their ability and aptitude was discovered due to this program. In addition, the students began volunteering, and even got pleasure by participating in club activities. The students made good memories by participating in the welfare program. They went on family trips and camps, and had a chance to meet the people who work in the welfare field. They had volunteer experience in local fields, such as working in nursing homes, showing thanks to the elderly. By doing these activities, they could see adults smiling at them, which makes them be interested in other people. I also thought about education in humanism by seeing students who did self-reflection. Students also had an opportunity to get dental treatment, other medical support, and other various welfare services. According to this study, when students participate in educational welfare programs, it has been found to be a great experience in various areas. In addition, they may be thinking particularly about the aptitude and the experience of students when they talk about their memorable experience. Students are interested in helping themselves through Educational welfare, and they show the self-efficacy, knowing what he can do well. Also, when someone is in them, they think they are special and enjoy it. The room experience via Education Welfare makes the students get new thoughts and have a variety of experience. The students were told that it was a place where they could participate and make new relationships. The students could see the positive changes that appeared in their relationships with friends and teachers. They could also adapt more easily. Based on the results above, Education Welfare could be changed in some ways. First, through Education Welfare, we need to help students have a wide range of experiences and should help them to develop their talents. Second, the students through the education welfare should be provided with the opportunity and model to maximize their ability to create opportunities. Third, we have to remember that the most important things are students.
The purpose of this study was to investigate whether educational welfare successfully supported children by listening to the students' experience and how they grow through the experience. For this study, I addressed the following problems. What experiences did students who participated in the educational welfare have? Second, What significance do students who participated in the educational welfare give to their experiences? In order to confirm the above research questions, I thought of the participant's experiences as a case and determined that it was best to use qualitative research methods to understand their experiences. The study focuses on describing the experiences of the participants in a phenomenological way. The observation period was from February 2015 until December 2015. The students were recorded by observing their behavior and their interaction with others at the time of their participation. The interviews were conducted in the education welfare room, which was a quiet and familiar atmosphere, three times from August to November. The interviews were conducted after school at the time the participants wanted. The study targeted participants who were seniors, in grade 4 and grade 5. These students had experienced all areas of education welfare, so the data was obtained in a meaningful discussion. To grasp the essential meaning of a phenomenon in which students participate in Education Welfare, I used the structural aspects of subjective experience as a reflective analysis. First, the researchers compared uncertain parts with contents of the original document while listening to the recorded information. Also I saw the field notes and interviews to ensure the accuracy of the contents. Next, I changed the text to separate terms to focus on the reactions and feelings of the participants. This was done to imply a certain sense of experience. This is how I derived the concept through several modifications. I summarized the meaning and nature of the comparison and reviewed the study participant's experiences. I created an extract of how the topics identified in the discussion document were relevant in analyzing the phenomenological literature and researchers as a means other materials. I saved an interview, recorded field notes, and the transcript for the validity and reliability of research. The subjects were constantly involved in the whole process of research. I have identified them for clear understanding in the process of analyzing the data and inspected. In the data analysis process, I received feedback from colleagues and professors showing the subject analysis. I created a cover letter for a full understanding of participants in the study. The participants were anonymous, as not to undermine the study. I kept checking the analysis of the data interpretation to make sure the intentions of the participants were reasonable. I did this by receiving feedback. I confirmed how to interpret the intent of the study participants clearly when analyzing the data, and continue to receive their feedback. Studies show that students who went through the educational welfare system had a variety of experiences. Students who join the program can experience the joy of reading, and based on the experience, they got perfect scores in diction. Also, it proved that confidence is built by doing homework. When they finished their homework and experienced the teacher's praise, it was a growth experience. The students who participated in the emotion psychology program also had a special experience. They could learn what they like and what they can do well. Cultural immersion programs also met a variety of cultural experience. Through the immersion, they discovered experiences outside of school. Their ability and aptitude was discovered due to this program. In addition, the students began volunteering, and even got pleasure by participating in club activities. The students made good memories by participating in the welfare program. They went on family trips and camps, and had a chance to meet the people who work in the welfare field. They had volunteer experience in local fields, such as working in nursing homes, showing thanks to the elderly. By doing these activities, they could see adults smiling at them, which makes them be interested in other people. I also thought about education in humanism by seeing students who did self-reflection. Students also had an opportunity to get dental treatment, other medical support, and other various welfare services. According to this study, when students participate in educational welfare programs, it has been found to be a great experience in various areas. In addition, they may be thinking particularly about the aptitude and the experience of students when they talk about their memorable experience. Students are interested in helping themselves through Educational welfare, and they show the self-efficacy, knowing what he can do well. Also, when someone is in them, they think they are special and enjoy it. The room experience via Education Welfare makes the students get new thoughts and have a variety of experience. The students were told that it was a place where they could participate and make new relationships. The students could see the positive changes that appeared in their relationships with friends and teachers. They could also adapt more easily. Based on the results above, Education Welfare could be changed in some ways. First, through Education Welfare, we need to help students have a wide range of experiences and should help them to develop their talents. Second, the students through the education welfare should be provided with the opportunity and model to maximize their ability to create opportunities. Third, we have to remember that the most important things are students.
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