아동비만예방교육 CD-ROM 개발 및 효과분석
권은주†*․김혜경*․김 명**
*한국건강관리협회 건강증진연구소, **이화여자대학교 보건관리학과
<목 차>
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의
Ⅴ. 결론 참고문헌 Abstract
교신저자: 권은주
서울특별시 강서구 화곡6동 1097 한국건강관리협회 건강증진연구소 전화번호: 02-2601-6142 Fax: 02-2601-2370 E-mail: 4ever35@hanmail.net
▪투고일 2008.6.27 ▪수정일 2008.9.8 ▪게재확정일 2008.9.20
Ⅰ. 서론
1. 연구의 필요성
ᴲேѢЃጦ ંᴲேᣋᵎῲᐆើᴲશ ཪῲ⒢՛ᏪѢЃᨆ⃮ӪᢚᐊῲϮઓᶾ
♆ታ`ὦҞӪᅪ⓶྆ⵎᨆὶં῾ᶾᤊ, Ḓ આࢎᢚῲᐆᶾᤊᇒẞẂⵊѢЃጦ ၊૮ాఆӎὶ. ⪧⽶ᴲேᘲᆺἮᴲேᘲ ᆺὢ ╊ת 10ल ᢚὢᶾ 2ᐞ၊ ↋ⵆં (ᓢѢᓣ↮ᕮ, 2005), ᴲேᘲᆺ↮`ὦ↋
Ϯ▂ᤦḮୂᕶᶢᴲேѢЃጦ ૮ⱊ`ὦ
ѱἪ၊ὦ᫋ఆӎὶ.
ᘲᆺἮ⒢↮ᐗὢӪί▃`ఊ⣊၊ӎⷶᵃ, ૧ᒿ, Ӯேᇓ↶⹆, ேᇓҫ⹂↋, ↮ᐗϲ, ӎ
↮ⷶ↋ἲἎᐊⵆં, ⪧⽶ᴲேᘲᆺᵫ
80%Ϯ ὦ ᘲᆺἪ၊ ↲ఆᶢ ӎⷶᵃ, ૧
ᒿ, ேᇓҫ⹂ᆺ⧢↶⹆Ỳⷆἲ↋
Ϯ᫊⢖(ῲᏦᨇ, 2003; ૮ⵊᘲᆺⵇ, 2001;
ᐃ⸊ᨊ, 1997; Ѓᾚⶺ, 1997). ⪧⽶ὦ↮ᏽ
ᤊ, ᢚ`ᐊὢὢჲ↮ં᫊؞ὦᴲே؞ᘲ ᆺἮᫎᫎ⒢ᶾ૮ⵊᕮὢ࢜ӎ᪒⪦
᪒ᶾ૮ⵊઓே`૮⒆ઓဓὢ࢜Ἢ(ᐃ↮ⷲ
Ṧ, 2000), ૮ὦӮҲ؞, ᷢϾ, ؞ᘲⵆ Ͼ, ⯚؞, ẞẦӪЇἮ ᤊ`ᕮ`Ἷἲࢆ
⢮ࢢં(ᫎ⒎, 1991) ᫎᏽᆚ`ᐊᶾ
ᕮ `ᷯⶓἲᏦ♆؞ഺጦᶾ, ᴲேᘲᆺ᷶ᐗ
ᏽӮᆚંᇒẞẂⵊጦ ὢ.
ѢЃᣋ⹊⒊ὢẂⵆંᢚἲᴺӎὶ
ᶢலὢᅪᣋ⹊ᶾᤊ⒊ⵆંѱἮᇒẞᶢ ဒẢὪὢ, ᴲேᘲᆺҫẞӮᆚኩ↮ᴸѺ
᷶ᐗὢẂⵆᎮ၊, ᫋᪣ӮӪẢே᪣Ӯἲ⯚ⵖ ⵊ ᣋ⹊ᵿ᫋ἲ ⵇဧ⓶؞ᕮ⤞ Њᤎⵆӎ Ἆ↮ⵎ
ᨆ ὶல။ ᓢѢԾἏἲ ⦣ⵊ `ק`ὦ Њέὢ
ⴲẂⵊ ὢ. ഞཪᤊᴲேὢᘲᆺ᷶ᐗ
Ẃᶾ૮ⵊὦ᫋Ӫ↮ᅪϮ↮ல။, Ἆẗⵆቢ ᤊல⽓Ꮶ၊ẢԾἏ`תᐗᒃὢⴲẂⵆ, ὢ
ંԾἏࢢẗ՚ӪԾἏᇒ⒢ᏽᐗᒃᒮ
⹂ᅪ⦣ⵢⷲϮઓⵆ.
ᴲேἮὪ`ὦԾἏἲᐉંѱᓢᫎὢ
⒆ⵢὶંⷲᾚ⹗ᶾᇌંԾἏἲᐉἲഺ, ୂ ẟԾἏࢢẗᶾӮἲϮ↮`ק`Ἢ၊␦
ᷚⵎᨆὶ. ὢ῾ᶾᤊЊὦѢЃỲᅪ
᫊ⵆӎ Ἆ↮ⵆં Ỳᒮ⹂Ҳᶾ ഞཪ ᓢѢ ԾἏ ૢ૧Ϯ Њὦ Ỳᒮ⹂ᅪ ⓷↲᫊⢒؞
ỲⵢᶢඩѺⳲ၊צྖἲЊᐊⵆӎ`ẗⵢᵪⵆ
ં↮ᶾ ૮ⵊ ⪮ἲ ӣⵢ⃪ં ᒂὢ၎` ኖ⸃
(Transtheoretical Model, TTM)Ἦ ԾἏ ૮
ὦᴲேЊЊὦᶾ૮ⵊᇌ▒⸃ԾἏὢϮ ઓⵆં ῾ᶾᤊ ᓢѢԾἏ Ⳳ၊צྖ Њᐊᶾᤊ
⹊ẗலϮঀᴲ↮ӎὶ.
ԾἏ૮⽓ᏦᅪἎᐊⵆ؞ỲⵊԾἏᇒ
⒢ᏽᐗᒃᶾᤊ०ဓἮᵂ؞Ỳ⃪ԾἏᐗᒃ
ⵊҲᅪקᓣⵆ؞ỲⵊѱἪ၊, ⛢Ⳗ⤞Ծᨆ- ⵇ᪣ᕲᵪᶾ ⹊ẗఆቢᤊ ᢶၛѺ ᫊லఊ ☏ቢὢ
ὶ. ⪧⽶ Ḓઆࢎ ሮ⫞Ꮶംᶢᅪ ⹊ẗⵊ ԾἏ
Ⳳ⪦Ỗᶢࢆ ủ؞ᐆ Ⳳ၊צྖ ЊᐊἮ ⛢Ⳗ⤞
Ϯ Ϯ↮ં ᓢ⹂ ᵿӪ ת, צᆚӎ
ⵇ᪣⺖Ӫᅪק૮⹂ⵎᨆὶં↿ᵫᏽ⺖Ӫ
ᾓ῾Ἢ၊ὦⵢ, ᷚ࿚ԾἏᕲᴲᶾᤊ⹊
⹂ఆӎὶ. ὢCD-ROMἮ᫊⒛ϯԾἏ ἲϮઓⵆѺⵆӎⵇ᪣⽓ᏦᅪἎᐊⵎᨆ
ὶં ῾ᶾᤊ ᴲேἲ ૮Ἢ၊ ⵊ ԾἏᶾᤊ
⃪၊⹊ẗఆӎὶἪࢆ, ᴲேᘲᆺ᷶ᐗᏽӮᆚ ᕮᕲᶾᤊં⛢Ⳗ⤞ᅪ⹊ẗⵊᨆᶳᶾ૮ⵊẂ՚
லϮঀἺᶾலᕶ՚ⵆӎ(خὢᨊ, 2001), ᆼ Ἦᷞ՚Ϯὢჲ↮↮ኩⵆӎὶં ὢ.
ഞཪᤊᓦᷞ՚ંὪᕮ␖᫊ᶾᒂὢ၎`ኖ⸃
ἲ `ẗⵊ ᴲே ᘲᆺ᷶ᐗ ԾἏ Ⳳ၊צྖἲ
CD-ROM ⸃⣊၊Њᐊⵆӎ, ὢᅪ3␖᫊ᶾѦ
Ⓘ ᤊẦ᫊ Ὢᕮ ӎⵇल ⓶ⵇᣋᶾѺ ᫊ⵊ
⺲ צ ⺖Ӫᅪ ⮷ϮⵖἪ၊᭖, ↶`ὦ ᴲே
ᘲᆺ᷶ᐗᶾ؞ᷚⵆӎ᫊லఆᶶ.
2. 연구목적
ᓦᷞ՚ኗ`Ἦ⓶ⵇԾӎⵇल(4-6ⵇल) ἲ૮Ἢ၊ⵆᷚ, ᴲேᘲᆺ᷶ᐗԾἏⳲ၊צ
ྖἲCD-ROM ⸃⣊၊Њᐊⵆӎ, ᤊẦ᫊Ὢᕮ
⓶ⵇᣋᶾѺᘲᆺ᷶ᐗԾἏἲ᫊ⵆᷚצ⺖
Ӫἲᕲᤋⵆંѱἲኗ`Ἢ၊ⵊ. ՚⒢`ὦ
ᷞ՚ኗⱊંἺӪЇ.
⒙⇦, ⓶ⵇԾӎⵇलἲ૮Ἢ၊, Ὢᕮ␖
᫊ᶾ ᒂὢ၎` ኖ⸃ἲ `ẗⵊ ᴲே ᘲᆺ᷶ᐗ
ԾἏⳲ၊צྖἲCD-ROM ⸃⣊၊Њᐊⵊ.
ె⇦, ԾἏ૮Ὢᐆ`⪧Ӫᘲᆺ᷶ᐗ
ԾἏҫⷆ⣊ᅪ⫺ᴳⵊ.
᤹⇦, ЊᐊఊCD-ROM ⸃⣊ԾἏⳲ၊צ
ྖἲ⦣ⵢᘲᆺ᷶ᐗԾἏἲ᫊ⵆӎ, ⷆ՞Ӫ
૮⁞՞ԾἏῲㆍ⺲ᘲᆺ᷶ᐗӮဖ↮᫋/⣊
லᨆ⃮␖ὢᅪᘲԾⵊ.
Ⅱ. 연구방법
1. 연구설계
ᓦᷞ՚ંⷆ՞ᶾ૮ⵊⷆ⁞(ᘲᆺ᷶ᐗ
<그림 1> 연구 설계 모형
ԾἏⳲ၊צྖ`ẗ)Ӫ⦣ ંϮઓⵆࢆⷆ
՞Ӫ ૮⁞՞ἲ ⹃ᅎᐞ ⵆ↮ ᴸં ‘Ἆᢚ ⷆ
૮⁞՞ ῲ⺲ᤒҲ(Compromise Experimental Group Pre-Post Design)'၊ᤒҲⵆᷮ<צᆪ
1>. ὢ࿚ⵊᷞ՚ᤒҲᶾὶᶢளᆫᒮᨆં’ᘲᆺ
᷶ᐗԾἏ Ⳳ၊צྖ `ẗἎጢ’ὢӎ, ᒮᨆ
ં‘ᘲᆺ᷶ᐗԾἏⳲ၊צྖ⺖Ӫ(↮᫋ᏽ⣊
ல῾ᨆ)’ὢ.
2. 연구대상 및 자료수집 방법
Њᐊఊᴲேᘲᆺ᷶ᐗⳲ၊צྖ⺖Ӫᅪ⮷
Ϯⵆ؞Ỳⵢ, ᤊẦ᫊ே՚ᾚ1Њ⓶ⵇԾ Ḯӿ↲՚ᾚ1Њ⓶ⵇԾᅪ⮦▂▊ⵊ⺲, ϯ ⓶ⵇԾ 4-5ⵇलᶾᤊ ϯϯ 4Њ ⵇἲ
ᤎ ⵆᷚ, ὢᶾᤊϯϯ2Њⵇἲⷆ՞
(123ታ)Ӫ ૮⁞՞(119ታ)Ἢ၊ ᤎ ⵆᷚ ὲ
ⵎ૧ⵆᷮ. ὢѺᤎ ఊⷆ՞123ታӪ૮
⁞՞ 119ታἲ ૮Ἢ၊ ᢚῲㆍᢚ⺲ ᤒጦ↮ᅪ
ᐞ⯚ⵆᷮἪ, ὢ Ҟᤋㆍῲⵇ ὢἎ၊
ⷆ՞ᶾᤊ8ታ, ૮⁞՞ᶾᤊ6ታᤒጦἲ Ṧ ⵊⷆ՞115ታӪ૮⁞՞113ታἲᓦᷞ՚
╊ᷞ՚૮Ἢ၊ⵆᷮ.
ᒂὢ၎`ኖ⸃ἲὪᕮ␖᫊ᶾ`ẗⵊᘲᆺ᷶
ᐗԾἏⳲ၊צྖἮ2006ल11Ể3⃪ேᴶ, ⃪1
1␖᫊ᴗ┋3ᶾўⒾ᫊ⵆᷮἪ, ϯ␖
᫊ ԾἏἮ 40ᕲᴗ ↲ఆᶶ. ᢚῲㆍᢚ⺲
ᤒጦἮϯϯԾἏ᫊1⃪ὪῲӪԾἏḲႺ1
⃪Ὢ ⺲ᶾ ⵢ૧ⵇԾᅪ ᐗጦⵆᷚ ᫊ⵆᷮ.
ᢚῲᤒጦἮ૮Ὢᐆ`⪧, ᘲᆺ᷶ᐗԾ Ἇҫⷆᷚᕮ, ᘲᆺ᷶ᐗ Ӯဖ ↮᫋/⣊ல ⵛኗ
┋ 28ጦⵛἪ၊, ᢚ⺲ᤒጦἮᘲᆺ᷶ᐗӮဖ↮
᫋/⣊லⵛኗ┋20ጦⵛἪ၊՚ⵆᷮ. ᤒ ጦጦⵛ ᘲᆺ᷶ᐗ Ỳᒮ⹂Ҳં Ꮶ՛ U.
of Rhode Island ᕮᤒ Cancer Prevention Research CenterᶾᤊЊᐊⵊὪᐆѢЃ⁞ᢚ☏
ல՚(1991)ᅪ ᑶᴶⵆᷚ ᢚẗⵊ خ⸊ҫ (2004) ѢЃ↋↲Ỳ ᒮ⹂Ҳ☏ ⵛኗᶾ ᤊᓦᷞ՚ࢢẗᶾⵢ૧ఆં⒢Ӯᆚⵛኗ ἲῲጦϮጦᏽ᷶ᘲ⁞ᢚᅪ⦣ⵢ, ⓶ⵇᣋ
<그림 2> 아동비만예방교육 프로그램 CD-ROM 개발과정
ὢὢⵢⵎᨆὶંᶢ၊ᨆ ⵊⵛኗἲ⹊
ẗⵆᷚ☏ ⵆᷮ.
3. CD-ROM 형태의 아동비만예방교육 프로그램 개발, 제작
ᓦ ᷞ՚ᶾᤊં ᴲே ᐊ⪧, ↮`ઓဓ, ᘲᆺ᷶ᐗỲᒮ⹂ҲᶾഞᅦЊᒲ⹂ԾἏ, ⽓ Ꮶல ᏽ ↿ဓἲ ᴲேᘲᆺ᷶ᐗԾἏ Ⳳ၊צྖ
⃪ẂЊᐊẾ♇Ἢ၊ᤎ ⵆӎ, <צᆪ2>ḮЇ ἮҲᅪўⒾCD-ROM ⸃⣊ᇌ▒⸃ᴲே
ᘲᆺ᷶ᐗԾἏ Ⳳ၊צྖἲ Њᐊⵆᷮ. ᘲᆺ᷶
ᐗԾἏⳲ၊צྖἮὪᤎⵇԾᶾᤊᩫѺẢᷯఎ
ᨆὶં3␖᫊ᅪ؞⃮Ἢ၊␖᫊ᒲ⃪ Ḯⵇ᪣
ኗⱊ, ԾἏࢢẗἲЊᐊⵆᷮ. ὢᅪỲⵆᷚ؞
ᘲᆺ᷶ᐗ, ӮᆚⳲ၊צྖἲ᫊ⵊጦⶺӪ
Ṧ՛ᴲேѢЃӮᆚᢚὢ⪦ᏽᗺ၊, ᒂὢ၎
`ኖ⸃ὢ`ẗఊѢЃӮᆚἲ␦⁞ⵆ
ᷮ. ⪧⽶ⵇԾⷲᾓᶾᤊᓢѢԾἏૢ૧Ϯ⹊
ẗϮઓⵆல။1, 3␖᫊ંᨆᶳᓢ⁞ẗӪϮⵇ
᪣ẗἪ၊՚ᕲⵆᷚЊᐊⵆᷮἪ, 2␖᫊ંᒂὢ
၎` ኖ⸃ἲ `ẗⵆᷚ Ϯⵇ᪣ẗἪ၊ Њᐊⵆ
ᷮ.
1␖᫊ ԾἏࢢẗἮ ᘲᆺӪ ᘲᆺ᷶ᐗᶾ ૮ⵢ
ᴺᴲᵪ ⵎ ᤊ၎` ࢢẗἪ၊ ՚ⵖӪ ே᫊ᶾ,
ᫎᘲᆺலᅪⳲ၊צྖἲ⦣ⵢ↯⒢⡚ⵆ ல။ⵢ૮⽓ᏦᅪἎᐊⵆᷮἪ, ᘲᆺើ
ᴲશཪ ΅⒢ ጦ ῾ᶾ ૮ⵊ ࢢẗἲ ⵖۆ
ᶦⵆᷚᫎᷞဧӪᫎᾓᶾ`ⵗⵊ⒢ἲ
Ἆ↮ⵆ؞Ỳⵢ०ဓⵆંѱὢẂⵖἲⵇ᪣
Ϯᴺᨆὶல။ⵆᷮ. 2␖᫊ԾἏࢢẗἮᒂ ὢ၎`ኖ⸃ᶾ؞ᐆⵆᷚⵇ᪣ᘲᆺ᷶ᐗ
<표 1> 아동비만예방 행위변화단계별 전략과 중재방안
Ỳᒮ⹂Ҳ Ỳᒮ⹂Ҳ⪧⇃ Ỳᒮ⹂ᅪỲⵊῲྣᏽᾚᐗᴶ
ҲῲҲ (PC)
ᘲᆺ᷶ᐗỲᅪⵎ⃮ᘲϮఆᶢὶ↮ᴸἺ.
ᘲᆺ᷶ᐗỲⴲẂᶾ૮ⵊὦ᫋ὢᕮ ⵖ.
ᴲேᘲᆺⷲ⹗ᏽᘲᆺὢѢЃᶾᏦ♆ંᕮ ` ὦᷯⶓἲЃ⁞
ᘲᆺ᷶ᐗⴲẂἲЃ⁞ⵆંԾἏ
ҲҲ (C)
ᘲᆺ᷶ᐗỲϮᐂེ↯ⵆӎᣋϯⵆࢆӕ᫊
ⵎ⃮ᘲϮᕮ ⵖ.
ᘲᆺ᷶ᐗỲḮӮဖఊᾓ῾Ӫ῾ὢேⵆ Ѻὦ᫋ఖ.
ᘲᆺ᷶ᐗἲỲⵊѢЃேἎὣⵖἲק૮⹂, ᾓ ⵢẂὦἲ╊⹂ⵆѺἎல
ᘲᆺ᷶ᐗἲỲⵊѢЃேᶾ૮ⵊ `ὦᢚ Ҟ ἲϮઓⵆѺⵆંԾἏ
⃮ᘲҲ (P)
ϮغẢ᫊Ὢࢢᶾᘲᆺ᷶ᐗỲᅪⵎ⃮ᘲϮఆ ᶢὶἪࢆ, ᘲᆺ᷶ᐗỲᐗᒃᶾ૮ⵊ՚⒢`ὦ
↮᫋, ؞ᨎὢᕮ ⵖ.
ᘲᆺ᷶ᐗἲ Ỳⵊ ѢЃே⒊ ᫊ὪӪ ՚⒢`
ὦኗⱊᅪᤒ
ᘲᆺ᷶ᐗἲỲⵊѢЃே՚⒢`ὦ↮᫋, ؞ᨎ ἲ ӣⵆંԾἏ
ேҲ (A)
ᘲᆺ᷶ᐗ Ỳᅪ⒊ⵆӎὶἪࢆ, ᴲ↯ 6ЊỂ ὢఆ↮ᴸἮ⣊၊, ૮ϮӪў᪣ӮἪ၊
ᴲϮ↮ᴸல။ⵆંѱὢẂⵖ.
Ỳ؞⹗ᶾᤊ૮⒆ⵎᨆὶં؞ᨎӪઓဓἲئ
࿚⃪ંԾἏ
◖ᶾ૮ⵊᓢ ӣ(Ѓ⹂)
Ἆ↮Ҳ (M)
ᘲᆺ᷶ᐗỲᅪ⒊ⵊ↮6ЊỂὢఊ⣊
၊, ૮ᶾѺ↮`ὦே؞ᅪ ӣⵆᷚⵇ᪣
ϮӪў᪣ӮἪ၊ᴲϮ↮ᴸல။ⵆંѱ ὢẂⵖ.
Ỳ؞⹗ᶾᤊ૮⒆ⵎᨆὶં؞ᨎӪઓဓἲئ
࿚⃪ંԾἏ
ᅦᢚེᷛⵎኖ୦ఆ؞
Ỳᒮ⹂Ҳᅪ⫾ ⵆӎ, ϯҲᒲῲྣᏽ
ᾚᐗᴶἲ<ⱊ1>ӪЇὢᆶဖⵆᷚ, ὢᶾഞᅦ
ԾἏࢢẗἲ՚ⵆᷮ. ҲῲҲ(PC)ḮҲ
Ҳ(C)ᶾᤊંᘲᆺ᷶ᐗἲỲⵊѢЃᣋ⹊
⒊ⴲẂἲԾἏ૮Ϯ᪒᪒၊ὦ᫋ⵎᨆ
ὶல။Ӯဖᷯ⹂Ḯேᷯ, Ӯဖ⦣ҲႺ, ᪒
⢮ᏽ྆ᴲேӣᢚီᅪ↮`Ἢ၊
ӣⵆᷮἪ, ⃮ᘲҲ(P)ᶾᤊં՚⒢`ὦ᫋᪣
Ӯ, Ảே᪣Ӯ, ᣋ⹊᪣Ӯἲ ᫊ⵆᷮӎ, ேҲ (A)ḮἎ↮Ҳ(M)ᶾᤊંᘲᆺ᷶ᐗἲᶢဣѺ
ⵆં Ἆ⸧⹗ᶾᤊ ⺖Ӫ`Ἢ၊ ૮⒆ⵆં ᐗᒃ Ӫὢᅪ↮`Ἢ၊⒊ⵆ؞Ỳⵊᣋ⹊Ὢ؞᳞
؞, ⃪ỲᢚེᶾѺᘲᆺ᷶ᐗἲỲⵊѢЃᣋ⹊
⒊պἎⵆ؞Ἢ၊ࢢẗἲ՚ⵆᷮ. 3␖
᫊ԾἏࢢẗἮᘲᆺ᷶ᐗӪѢЃἲỲⵢⴲẂⵊ
०ဓӪጢᆚⵊ⒢ϾྷỲⷆἲⵖۆჲ
ԾἏ૮Ϯ ѢЃᣋ⹊⒊ἲ ⦣ⵢ ᘲᆺἲ ᷶ ᐗⵎᨆὶல။ⵆᷮ. ὢ࿚ⵊӪ ἲўⒾЊ ᐊఊ ᴲேᘲᆺ᷶ᐗԾἏ Ⳳ၊צྖ ϯ ␖᫊ᒲ
⃪ Ḯⵇ᪣ኗⱊᏽ⃪ఊԾἏࢢẗἮ<ⱊ2>Ḯ
Ї.
ᓦᷞ՚ᶾᤊᴲேᘲᆺ᷶ᐗԾἏẗCD-ROM Ἦሮ⫞ᏦംᶢЊᐊᤒҲலὦ᪒⦎ᆚᓢೊ
ᶳᏽ१Ἲᶳ, ♾ᆛ⤞Њᐊ, ӮဖὢᏦ↮ᏽ
⳺᫊྆ ᵎશቂὢ᥆ Њᐊ, ேᷯ Ӫ ἲ
ўⒾ ఆᶶ. ⤻᪒⪦Ỳ⃪⹂ቢἪ၊ᘲᆺ
᷶ᐗԾἏὢ↲ఎҫẞ, ᴲே⽓ᏦϮᐆϾఎ
ᨆὶἪᎮ၊ᷞ՚Ϯ१ἺӪ ᶾ␦ᷚⵆᷚԾ ἏḮ ⵇ᪣ ϲ ⸦ẗὢ ק૮⹂ఆல။
ⵆᷮ. ⵊᓦCD-ROMᶾᤊⴲẂⵊ3ታ
♾ᆛ⤞(ԾἏ, ᘲᆺᴲே, ᘲᆺὢ ᴲ ᴲே)
ԾἏ♾ᆛ⤞ંᷞ՚Ϯᵿⵊ⯚ⅶ၊
<표 2> 각 차시별 주제와 학습목표 및 주된 교육내용
␖᫊ ⃪ ⵇ᪣ኗⱊ ⃪ఊԾἏࢢẗ
1 ᘲᆺ!
ᴺӎϮ؞
ᘲᆺ , ᅆᶾ૮ⵢᴺᨆὶ
ᫎᘲᆺ லᅪ⫾ⵎᨆὶ
ᘲᆺẾὦᶾ૮ⵢᴺᨆὶ
` ⒢ἲἎ↮ⵢᵪⵆંὢἎᶾ૮ⵢᴺᨆ
ὶ
ㆍᘲᆺ ㆍᘲᆺᅆ
ㆍᫎⷲᾚᘲᆺல⒢⡚
ㆍᘲᆺẾὦ
ㆍѢЃ⒢Ἆ↮ⴲẂ
(ᘲᆺ/΅⒢ጦ ῾)
2 ᘲᆺ᷶ᐗ
லῲⵆ؞
PC
ᴲேᘲᆺϯἲᴶ
ᘲᆺ᷶ᐗἲỲⵊ०ဓὢⴲẂⵊὢἎ ᅪᴶ
ㆍ⬖᪒⪦ⱦೊỲⷆ
ㆍṦ՛ᴲேᘲᆺⷲ⹗
ㆍẞᆚࢆཪᴲேᘲᆺⷲ⹗
ㆍ` ⒢Ἆ↮ⴲẂ
ㆍᴲேᘲᆺᢚီ
C
ᘲᆺ᷶ᐗὢ၊Ắἲᴶ
ᘲᆺ᷶ᐗἲᶢဣѺⵆંѱἲᴺӎ
קᓣⵊ
ㆍ⬖᪒⪦ⱦೊỲⷆ(ᷯ⹂ᨆ⭪ᢚὢⅶᏦ
⮦↿ᓦ)
ㆍᘲᆺ᷶ᐗὢ၊Ắ ㆍᘲᆺ᷶ᐗᾓⵢẂὦ⒢⡚
ㆍᘲᆺ᷶ᐗӣᢚီ
ㆍѢЃἲỲⵊḚᐂᅦᤎ⣋
P ᘲᆺ᷶ᐗἲỲⵊḚᐂᅦ᫋᪣Ӯ, Ảே
᪣Ӯ, ᣋ⹊᪣Ӯἲᴺӎὢᅪ⒊ⵊ
ㆍᘲᆺ᷶ᐗ⒊Ὢ ⵆ؞
ㆍᘲᆺ᷶ᐗ⒊ኗⱊ ⵆ؞
ㆍᘲᆺ᷶ᐗἲỲⵊ᫋ᢚ᪣Ӯ ㆍᘲᆺ᷶ᐗἲỲⵊẢே᪣Ӯ ㆍᘲᆺ᷶ᐗἲỲⵊᣋ⹊᪣Ӯ
A
ᘲᆺ᷶ᐗἲᶢဣѺⵆં⹗ἲᴺ ӎὢᶾ૮⒆ⵎᨆὶ
ᘲᆺ᷶ᐗἲ Ỳⵊ Ḛᐂᅦ ᣋ⹊᪣Ӯἲ
⒊ⵊ
ㆍἎ⸧⹗קᓣⵆ؞
ㆍᘲᆺ᷶ᐗἲỲⵊᣋ⹊Ὢ؞᳞؞
ㆍᘲᆺ᷶ᐗἲỲⵊᣋ⹊᪣Ӯ
․↮`ᘲᆺ᷶ᐗ↾ⵆ؞
M
ᘲᆺ᷶ᐗἲ Ỳⵊ Ḛᐂᅦ ᣋ⹊᪣Ӯἲ
⒊ⵊ
⃪ᒮ♊՚ᘲᆺ᷶ᐗἲỲⵊ↮⢢
ὢϮఊ
ㆍἎ⸧⹗קᓣⵆ؞
ㆍ♊՚ᘲᆺ᷶ᐗ↮⢢ὢఆ؞
ㆍᘲᆺ᷶ᐗἲỲⵊᣋ⹊᪣Ӯ
3
ѢЃⵊኦӪ
ᆶἺἲỲⵊ
ᘲᆺ᷶ᐗ
ᘲᆺ᷶ᐗἲỲⵊḚᐂᅦ᫋᪣Ӯ, Ảே᪣Ӯ, ᣋ
⹊᪣Ӯἲᴺӎὢᅪ⒊ⵊ
ѢЃⵊ⒢⁞ῶᐗᒃἲᴺӎὢᅪ⒊ⵊ
ㆍᘲᆺ᷶ᐗӪѢЃἲỲⵊ᫋᪣Ӯ ㆍᘲᆺ᷶ᐗӪѢЃἲỲⵊẢே᪣Ӯ ㆍᘲᆺ᷶ᐗӪѢЃἲỲⵊᣋ⹊᪣Ӯ ㆍѢЃⵊ⒢⁞ῶᐗᒃ
⏻Ἦᢚ↲ἲ⹊ẗⵆᷚ, ᶢඒᾓᶾᤊԾἏὢ
ᷞҞఆંࡺὢல။ⵆᷮἪ, ࢆሦ↮2ታ
♾ᆛ⤞ં♾ᆛ⤞ታἲ ⵆӎ♾ᆛ⤞ᶳἲ
↲ⵆᷮ. ⹗ᶾഞཪԾἏ ᢚ↲ᓢ
ᵎશቂὢ᥆ὢᏦ↮ϮⴲẂⵊҫẞ, ᷚԾ ἏὢᏦ↮ᅪέⵆᷮ.
<그림 3> 초기화면, 동기유발도입, 비만예방 행위변화단계 화면 4. 자료분석
SPSS(ver12.0)⦣ҲⳲ၊צྖἲ ⹊ẗⵆᷮἪ
, ᷞ՚૮Ὢᐆ`⪧Ӫᘲᆺ᷶ᐗԾἏ
ҫⷆ⣊ંᘶலḮᐟᕲἲᢞ▊ⵆᷮӎ, ⷆ
՞Ӫ૮⁞՞ே↶Ѯ Ἦɑ2-testᅪὢẗⵆ
ᷚᕲᤋⵆᷮ. ⵊᘲᆺ᷶ᐗӮဖ↮᫋, ⣊ல
῾ᨆં⮷Ӫⱊ⃮⮦␖ᅪᢞ▊ⵆᷮἪ, ᘲᆺ
᷶ᐗԾἏῲㆍ⺲ᘲᆺ᷶ᐗӮဖ↮᫋Ӫ⣊ல
␖ὢં paired t-testḮ ANCOVAᅪ ὢẗⵆ
ᷚᘲԾᕲᤋⵆᷮ. ⷆ՞Ӫ૮⁞՞ϲᢚῲ ㆍᢚ⺲↮᫋Ӫ⣊ல῾ᨆ␖ὢᅪ⫺ᴳⵆ؞Ỳ
ⵢt-testᅪ᫊ⵆᷮ. Ἆᨆ⃮Ἦ0.05၊ⵆ
ᷮ.
Ⅲ. 연구결과
1. CD-ROM 형태로 개발된 아동비만예방교육 프로그램 구현
1) 초기화면, 동기유발도입, 비만예방 행위변화단계
ᴲேᘲᆺ᷶ᐗԾἏCD-ROM ⓶؞⹂ቢἮⵢ
<그림 4> 각 차시별 전개 화면 ૧ఆં␖᫊ᅪ⡢ᆛⵆቢⵢ૧␖᫊၊ᷞҞఆᶢ,
ԾἏὢ ὢჲ↶ ᨆ ὶல။ ՚ⵆᷮἪ, ῲ⒢
⢮ὢ⪮Ӫϯ␖᫊ᒲ⢮ὢ⪮ᏽ⃪ ᅪⵖۆ
᫊ⵆᷚῲ⒢␖᫊ԾἏࢢẗἲԾἏἲᐉં
ᴲேὢ⓶؞⹂ቢἲ⦣ⵢᤊலἎ▂ⵎᨆὶல။
ⵆᷮ. ே؞ἎᐊலέἮϯ␖᫊ᒲ၊ᘲᆺ᷶ᐗ ԾἏἲ᫊ⵆ؞ῲ, ᴲேᘲᆺ᷶ᐗԾἏᶾ૮ ⵊ⸦؞Ӫ⽓ᏦᅪϮ↮Ѻⵆ؞ỲⵊᕮᕲἪ
၊, ϯ␖᫊ᒲ၊ᷞ՚Ϯᣋϯⵊ᪒⦎ᆚḮ
⹂ᅪϮ↮ӎ⳺᫊྆ᵎશቂὢ᥆ἲ ⵆᷮ.
3␖᫊ҫẞἎታ⬖᪒⪦ⱦೊӿӎḮצӿӎ ᅪ⬖࿚ംⵊ⳺᫊྆ᵎશቂὢ᥆ἲே᫊ᶾᓢᷚ
⃪ᶢ ⬖᪒⪦ⱦೊ ⵢᴳἲ ԾἏ૮Ϯ ↯
ࡲᨆὶல။⹂ቢἲ՚ⷲⵆᷮ.
2␖᫊ᘲᆺ᷶ᐗԾἏⵣ`ὦᕮᕲὦᘲᆺ
᷶ᐗ Ỳᒮ⹂Ҳ՚ᕲἮ 2␖᫊ ே؞Ἆᐊலέ
⺲, Њᐊఊᒮ⹂Ҳ՚ᕲⵛኗὢ ᫊ఆӎ,
ᫎὢⵢ૧ఆંᑶ⸦ᅪ⡢ᆛⵆቢᫎὢᤎ⣋ⵊ
Ỳᒮ⹂ҲԾἏࢢẗἪ၊ᷞҞఆல။՚
ⵆᷮ. <צᆪ3>ἮCD-ROM ⓶؞⹂ቢӪே
؞Ἆᐊலέ⹂ቢ, ᘲᆺ᷶ᐗ Ỳᒮ⹂Ҳ ՚ᕲ
⹂ቢὢ.
2) 각 차시별 전개
ϯ␖᫊ᒲ၊ંText Ἢ၊⹂ቢἲ ՚
ⵆఆ, ⵇ᪣Ϯ ԾἏࢢẗᶾ ↮ზⵖἲ ࡪ↮
ᴸல။ ᷞ՚ ἺἪ၊ १Ἲఊ Ἲ⫺ὪӪ
ӮဖఊὢᏦ↮ᏽேᷯ, ᵎશቂὢ᥆ἲ⹊
ẗⵆᷮ. ⵇ᪣␦ᷚᅪק૮⹂ⵆ؞Ỳⵢⵇ
<그림 5> 학습정리 및 차시별 평가
᪣ϮԾἏࢢẗἲ⡢ᆛⵆቢᤊԾἏᐉἲᨆὶ ல။ⵆᷮӎ, ⡢ᆛἲⵢᵪⵆંᕮᕲἮᆶẞ᪒
צᆪἲాўࢆᐆ⇋ўᆚં⺖Ӫᅪ⃪ᶶ. ⵊ
⢒ᓢೊᅪὢẗⵢᫎᫎᾓӪ⒢ἲέဓⵆ
ᷚⵇ᪣ϯᘲᆺலᅪ⹃ὦⵎᨆὶѺⵆ
ᷮἪ, ᵫᾓὢࢆᘲᆺ᷶ᐗ↮⢢ὢὲታᾓЇ Ἦҫẞⵇ᪣Ϯ↯ⵢ૧ࢢẗἲέဓⵎᨆ
ὶѺⵆᷮ<צᆪ4>.
3) 학습정리 및 차시별 평가
ⵇ᪣ ᆚᏽ␖᫊ᒲ⮷ϮંԾἏࢢẗἲ⦣ⵢ
ᴲேᘲᆺ᷶ᐗԾἏὢḲႺఊἺ᫊ఆંѱ Ἢ၊, ⵢ૧␖᫊ᶾᶢඒࢢẗἲᐞỎં↮ ᆚ ⵢ⃪ӎ, ⵇ᪣ᶾѺԾἏࢢẗἲϯὦ᫊⢒؞Ỳ ⵊѱὢ. ഞཪᤊᓦCD-ROMᶾᤊંϯ␖
᫊ᒲⵣࢢẗἲᨊⵊ⸃᫋Ἢ၊ ᆚⵆӎԾ Ἇ ♾ᆛ⤞ᅪ ⵖۆ ᐞ♆ⵢ, ⵇ᪣ ᆚ ᕮᕲغ
↮ ⦣Ὢἲ ⃪ં՚ὢ ఎ ᨆ ὶѺ ⹂ቢἲ
՚ⷲⵆᷮ. ⵊ⸃⮷Ϯᕮᕲல⓶ⵇԾⵇ ᣋὢ ᕮૢὢ ࡪ↮ ᴸἪቢᤊ ϯ ␖᫊ᶾᤊ
ᐞẢࢢẗἲ ⹃ⵆѺ؞ᶣⵆӎὶં↮῾Ѯⵎ
ᨆὶંO/X ⠢ⅶ⸃᫋Ἢ၊Њᐊⵆӎ, ⠢ⅶࢢ
ẗᶾⵇ᪣ὢ↿ⵎᨆὶல။ᓣᾏⵊ⺖
ӪࢆὢᏦ↮ᅪ Ṧⵊ⹂ቢἪ၊՚ⷲⵆᷮ<צ ᆪ5>.
2. 연구대상자의 특성
1) 연구대상자의 일반적 특성
Њᐊఊᘲᆺ᷶ᐗԾἏⳲ၊צྖ⺖Ӫ⮷Ϯᅪ
Ỳⵊᷞ՚૮ંⵇल, ᒲ, ᕮኖ⒢җ, ᘲ ᆺ⸃ Ἆጢ, ⁹ᴲⵆં⹊ேᕮᕲᶾᤊ⦣Ҳ`Ἢ
၊Ἆⵊ␖ὢᅪᓢὢ↮ᴸᴲே↶ⵊ↿Ἢ
၊ ⫾ఆᶶ<ⱊ 3>. ՚⒢`Ἢ၊ં ᕮኖ
⒢җἮ ⷆ՞Ӫ ૮⁞՞ ኖాᶾᤊ ᓢ⦣ὢཪӎ
ἿૣⵊҫẞϮϮᾓᆼᵆἪ, ᘲᆺ⸃ Ϯᶴં
ҫẞϮ85%ὢἪ၊૮ᕮᕲἲ␖↮ⵆᷮ. ⁹ ᴲⵆં⹊ேҫẞ, ⛢Ⳗ⤞ⵆ؞Ϯⷆ՞Ӫ૮
⁞՞ᶾᤊϯϯ34.8%, 36.3%၊ϮᾓঀѺࢆ
⢮࢚.
2) 비만예방교육 경험특성
ᘲᆺ᷶ᐗԾἏҫⷆἲᢢ⮢ᓦҞӪ, ᘲᆺ᷶ᐗ ԾἏἲᐉἮҫⷆὢὶંᷞ՚૮ંⷆ՞
<표 3> 연구대상자의 일반적 특성
단위: 명(%)
՚ᕲ ⷆ՞(n=115) ૮⁞՞(n=113) ŌÏ
ⵇल 4ⵇल 52(45.2) 50(44.2)
5ⵇल 63(54.8) 63(55.8) 0.18
ᒲ 63(54.8) 62(54.9)
ᷚ 52(45.2) 51(45.1) 1.71
ᴲᑲ↮⒢җ
ᆶᅲ 11(9.6) 11(9.7)
12.88
ᓢ⦣ 8(73.9) 88(77.9)
ຟຟⵖ 18(15.7) 12(10.6)
ᇒẞຟຟⵖ 1(0.9) 2(1.8)
ᶢሦશ⒢җ
ᇒẞᆶᅲ 1(0.9) 2(1.8)
11.06
ᆶᅲ 25(21.7) 19(16.8)
ᓢ⦣ 80(69.6) 82(72.6)
ຟຟⵖ 9(7.8) 10(8.8)
ᘲᆺ⸃ Ἆጢ Ἆ 14(12.2) 16(14.2)
ጢ 101(87.8) 97(85.8) 2.64
⁹ᴲⵆં⹊ே
⛢Ⳗ⤞ⵆ؞ 40(34.8) 41(36.3)
12.62
Ảேⵆ؞ 34(29.6) 41(36.3)
ளᤊ, צᆚ؞, ⃪ᷞ 30(26.1) 16(14.2)
TV, ᘲംḒᓢ؞ 9(7.8) 14(12,4)
؞⢮ 2(1.7) 1(0.9)
<표 4> 비만예방교육의 특성
단위: 명(%)
՚ᕲ ⷆ՞ ૮⁞՞ ŌÏ
ᘲᆺ᷶ᐗԾἏҫⷆ ҫⷆὶἺ 32(27.8) 43(38.1)
2.701
ҫⷆᶴἺ 83(72.2) 70(61.9)
ૢ૧ԾἏ*
ᕮኖ 21(65.6) 13(30.2)
19.971
ૢὲԾᢚ 4(12.5) 2(4.7)
ᓢѢԾᢚ 3(9.4) 24(55.8)
؞⢮(TV, ᤊ`, ᢚ) 4(12.5) 4(9.3)
ԾἏᐗᒃ*
ᕮኖḮ૮⹂ 8(25.0) 5(11.62)
12.364
Ѓ᫋ԾἏ 7(21.9) 13(30.2)
ӮဖᘲംḒ᫊⒛ 5(15.6) 16(37.2)
CD-ROM, ὦ⤞थ⹊ẗԾἏ 5(15.6) 2(4.7)
TV ᫊⒛ 4(12.5) 4(9.3)
ṦᕮῲጦϮ⪧Ѓ 2(6.3) 1(2.3)
Ӯဖ؞ӮҚⵇ 1(3.1) 2(4.7)
ⵇᣋ⹊ேԾἏ 0(0.0) 0(0.0)
ԾἏࢢẗ*
ᣋ⹊᪣ӮӮဖࢢẗ 12(37.5) 13(30.2)
6.235 ᘲᆺᶾӮⵊὪᐆ`ࢢẗ 8(25.0) 9(20.9)
᫋᪣ӮӮဖࢢẗ 6(18.8) 15(34.9)
Ảே᪣ӮӮဖࢢẗ 6(18.8) 6(14.0)
* 비만예방교육경험이 있는 연구대상자의 응답내용으로 무응답 제외
<표 5> 희망하는 비만예방교육방법*
단위: 명(%)
՚ᕲ ᘲᆺ᷶ᐗԾἏҫⷆ ᘲᆺ᷶ᐗԾἏᏦҫⷆ
ⷆ՞(n=96) ૮⁞՞(n=109) ⷆ՞(n=223) ૮⁞՞(n=183) CD-ROM, ὦ⤞थ⹊ẗԾἏ 22(22.9) 25(22.9) 52(23.3) 41(22.4) Њὦ⣊ᶾഞᅦᇌ▒⸃ԾἏ 21(21.9) 26(23.9) 56(25.1) 44(24.0) ⵇᣋ⹊ேԾἏ 19(19.9) 12(11.0) 39(17.5) 22(12.0) ӮဖᘲംḒ᫊⒛ 15(15.6) 19(17.4) 36(16.1) 33(18.0)
ṦᕮῲጦϮ⪧Ѓ 8(8.3) 11(10.1) 9(4.1) 14(7.7)
Ӯဖ؞ӮҚⵇ 8(8.3) 9(8.3) 23(10.3) 23(12.6)
Ѓ᫋ԾἏ 3(3.1) 7(6.4) 8(3.6) 6(3.3)
* 복수 응답 문항
<표 6> 비만예방교육 전ㆍ후의 지식, 태도 점수
단위: Mean ± SD
՚ᕲ ⷆ՞(n=115) ૮⁞՞(n=113) t
↮᫋
(ᆺ῾: 10῾)
ԾἏῲ 7.03±1.03 7.12±1.21 -0.66
ԾἏ⺲ 8.74±0.84 7.37±1.20 10.01**
paired t -15.34** -2.14*
⣊ல (ᆺ῾: 50῾)
ԾἏῲ 33.17±4.90 33.81±4.57 -1.02
ԾἏ⺲ 38.89±4.14 33.61±4.07 9.43**
paired t -10.72** 0.52
* p < 0.05, ** p < 0.001
ᶾᤊ27.8%, ૮⁞՞ᶾᤊ38.1%၊ῶᐆὢ
ⵇᣋὢ ԾἏҫⷆὢ ᶴᶶ<ⱊ 4>. ᘲᆺ᷶ᐗ ԾἏἲ ᐉἮ ᴲேἲ ૮Ἢ၊ ᘲᆺ᷶ᐗԾἏ
ૢ૧, ԾἏᐗᒃ, ԾἏࢢẗἲ⁞ᢚⵊҞӪ, ૢ ૧ԾἏંⷆ՞ᶾᤊᕮኖϮϮᾓᆼᵆἪ, ૮⁞՞ᶾᤊંᓢѢԾᢚḮᕮኖϮϮᾓᆼἮѱ Ἢ၊⁞ᢚఆᶶ(p<0.05). ᷞ՚૮ὦᴲேὢ
⃪၊ҫⷆⵊԾἏᐗᒃἮⷆ՞ҫẞ, ‘ᕮኖ Ḯ૮⹂’Ḯ‘Ѓ᫋ԾἏ’ὢ, ૮⁞՞ᶾᤊં‘Ӯ ဖ ᘲംḒ ᫊⒛’Ӫ ‘Ѓ᫋ ԾἏ’ὢ Ϯᾓ ঀѺ
ࢆ⢮࢚Ἢࢆ, ⦣Ҳ`Ἢ၊Ἆⵊ␖ὢᅪᓢὢ↮
ંᴸᵆ. ԾἏࢢẗᶾᤊல⦣Ҳ`Ἢ၊Ἆⵊ
␖ὢᅪᓢὢ↮ંᴸᵆ↮ᆺ, ⷆ՞ҫẞᣋ⹊
᪣ӮӪӮဖఊࢢẗὢ, ૮⁞՞ᶾᤊં᫋᪣ӮӮ ဖࢢẗᏽᣋ⹊᪣ӮӮဖࢢẗὢϮᾓᆼᵆ.
3) 희망하는 비만예방교육 방법
ⶓ⺲ᘲᆺ᷶ᐗԾἏἲᐉѺఆᶶἲഺ, ⽚ᇋⵆ
ંԾἏᐗᒃᶾᤊંᘲᆺ᷶ᐗԾἏἲҫⷆᷚᕮḮ
Ӯᶴὢ, ῲ⒢`Ἢ၊CD-ROMὢࢆὦ⤞थἲ
⹊ẗⵊԾἏ, Њὦ⣊ᶾ ഞᅦ ᇌ▒⸃ԾἏ, ⵇᣋ⹊ேԾἏἲᤎ⸦ⵆᷮ<ⱊ5>.
3. 비만예방교육프로그램의 효과
ᓦᷞ՚ᶾᤊЊᐊⵊCD-ROM ⸃⣊ᘲᆺ᷶
ᐗԾἏ ⺖Ӫᅪᴺᴲᓢ؞Ỳⵢ, ԾἏ᫊ῲ⺲
ⷆ՞Ӫ૮⁞՞↮᫋․⣊ல῾ᨆ␖ὢᅪᢢ⮢
ᓢᵆ<ⱊ6>. ⷆ՞ԾἏῲ↮᫋῾ᨆ⮷Ἦ
7.03±1.03῾, ԾἏ⺲↮᫋῾ᨆ⮷Ἦ8.74±0.84
῾Ἢ၊1.7῾ லᪧⵆᷮἪ(P<0.001), ૮⁞
<표 7> 실험군과 대조군의 지식, 태도 점수 차이분석
՚ᕲ ᒮᨆ ӟⵗ Ἆல ⮷ ӟ F
↮᫋
ᨆ ኖ⸃ 139.28 2 69.64 75.39
ῶ⮦ 178.04 1 178.04 192.72
ӣᒮྷ(ᢚῲ↮᫋῾ᨆ) 32.71 1 32.71 35.79*
↿(՞՚ᕲ) 111.59 1 111.59 120.79*
Ḓ␖ 207.86 225 0.92
ⵗҲ 15264.00 228
ᨆ ⵗҲ 347.14 227
⣊ல
ᨆ ኖ⸃ 2142.98 2 1071.49 74.13
ῶ⮦ 2812.09 1 2812.09 194.55
ӣᒮྷ(ᢚῲ⣊ல῾ᨆ) 556.24 1 556.24 38.48*
↿(՞՚ᕲ) 1708.87 1 1708.87 118.23*
Ḓ␖ 3252.16 225 14.45
ⵗҲ 305364.00 228
ᨆ ⵗҲ 5395.14 227
* P < 0.001
<표 8> 실험군과 대조군의 보정된 지식, 태도점수 평균 추정치
՚ᕲ ᢚῲ῾ᨆ
(ӣᒮྷ)
ᓢ ఊᢚ⺲῾ᨆ (Mean ± SD)
ᓢ ఊᢚ⺲-ᢚῲ῾ᨆ␖
(95% CI)
↮᫋
(ᆺ῾: 10῾)
ⷆ՞ 7.07 8.76 ± 0.09 1.69(8.579～8.932) ૮⁞՞ 7.36 ± 0.09 0.29(7.177～7.533)
⣊ல (ᆺ῾: 50῾)
ⷆ՞ 33.48 38.99 ± 0.36 5.51(38.293～39.691) ૮⁞՞ 33.50 ± 0.36 0.02(32.798～34.209)
՞ᢚῲ↮᫋῾ᨆ⮷Ἦ7.12±1.21῾, ᢚ⺲↮
᫋῾ᨆ⮷Ἦ 7.37±1.20῾Ἢ၊ 0.25῾ ᪧⵆᷚ
(P<0.05), ⷆ՞ԾἏῲ⺲↮᫋῾ᨆ␖ὢϮ
⡚Ѻࢆ⢮࢚.
ⷆ՞ԾἏῲ⣊ல῾ᨆ⮷Ἦ33.17±4.90
῾, ԾἏ⺲⣊ல῾ᨆં38.89±4.14῾Ἢ၊5.7῾
லᪧⵊᐆቢ(P<0.001), ૮⁞՞⣊ல῾ᨆ
ંԾἏῲ33.81±4.57῾ᶾᤊԾἏ⺲33.61±4.07
῾Ἢ၊0.2῾ⵆཫⵆᷚ, ⷆ՞ԾἏῲ⺲⣊ல
῾ᨆ␖ὢϮ૮⁞՞ᓢ⡚Ѻࢆ⢮࢚.
ⵊᓦᷞ՚ᶾᤊⷆ՞Ӫ૮⁞՞ἲᤎ ⵎ
ഺ, ⵇԾḮⵇἲጢỲⵎ૧ⵆ؞ᴸᵆ؞ഺ
ጦᶾ ૮⁞՞ὢ ḲᒫⵆѺ ⦣ ఆ↮ ᴸἮ ῾ἲ
ᓢḲⵆ؞Ỳⵢ, ᢚῲ↮᫋․⣊ல῾ᨆᅪӣᒮྷ
Ἢ၊ ⦣ ⵆᷚ ANCOVAᅪ ᫊ⵆᷮ<ⱊ
7>. ᢚῲ↮᫋․⣊ல῾ᨆϮேὪⵆӎϮ ἲഺ, ⷆ՞Ӫ૮⁞՞ϲᢚ⺲↮᫋․⣊ல῾
ᨆᶾἎⵊ␖ὢᅪᓢᷚ(P<0.001), Њᐊఊᘲ ᆺ᷶ᐗԾἏⳲ၊צྖὢᘲᆺӪӮဖⵊ↮᫋ᏽ
⣊லᨆ⃮ᶾ⺖Ӫ`ὲἲᴺᨆὶᶶ.
ⷆ՞Ӫ૮⁞՞ᶾᤊᘲᆺ᷶ᐗԾἏ᫊ῲ
ᘲᆺ᷶ᐗ↮᫋․⣊ல῾ᨆᅪӣᒮྷἪ၊⦣
ⵊ ⺲, ᓢ ఊᢚ⺲ ↮᫋․⣊ல ῾ᨆં<ⱊ
8>ӪЇ. ⦣ ఊᢚῲ↮᫋․⣊ல῾ᨆᶾ૮
ⵊⷆ՞ԾἏ⺲↮᫋․⣊ல῾ᨆ␖ὢϮ
૮⁞՞ᓢ⡚ӎצҞӪϮ⦣Ҳ`Ἢ၊Ἆⵆ
ᷚ, CD-ROM ⸃⣊၊ Њᐊఊ ᘲᆺ᷶ᐗԾἏⳲ
၊צྖὢԾἏ␦ᷚ↮᫋ᏽ⣊ல῾ᨆ↋
Ϯᶾ `ὦᷯⶓἲᏦ♆ંѱἪ၊ࢆ⢮࢚.
Ⅳ. 논의
ᴲேᘲᆺὢ⹆Ἦ1974ल2.0%(ӎҫᨇ
, 1974)ᶾᕶӪⵆᷮἪࢆ, 2005लᴲ․⒛
लᘲᆺὢ⹆Ἦῲ⒢10.2%, ⵇᣋ11.7%,
ᷚⵇᣋ8.4%(ᓢѢᓣ↮ᕮ, 2006)၊, ᘲԾ`ᙎ ᅦல၊↋Ϯⵆӎὶં▂ᤦᅪᓢὢӎὶἪ
, ⪧⽶ᾓӪ ᶾὶંᴲேҫẞᘲᆺἪ
၊ὦⵢᷚ࿚ѢЃጦ ࢆᆚ`, ᢚ`
ጦ ᅪҫⷆⵎᨆὶં῾(ὢᵎཿ, 2000) ᶾᤊᴲேᘲᆺἲ᷶ᐗⵆ؞Ỳⵊᷚ࿚Ϯ↮᫊
லϮὢჲ↮ӎὶ.
⪧⽶Ḓઆࢎᴲேᘲᆺϯᶾ૮ⵊᢚེ
ὦ᫋ὢཪ↾ᶾഞཪ, ՛ࢢᶾᤊலᘲᆺᴲ
ே↿ἲ૮Ἢ၊ⵊᘲᆺӮᆚԾἏⳲ၊צྖ
ЊᐊᶾӮⵊᆼἮᷞ՚ὢᨆఆӎὶ. צ
૮ⱊ`ὦᷞ՚Ϯⷲᾚᘲᆺ⣊ὦᴲேἲ૮
Ἢ၊ⵊᷯᵿԾἏᏽẢேԾἏⳲ၊צྖἲ
᫊ⵆӎצ⺖Ӫᅪ⮷Ϯⵆંѱὢ. ᒿẾᶾࢢ Ếⵊᘲᆺᴲே77ታἲ૮Ἢ၊13ὲᷯ
ᵿԾἏἲ᫊ⵊҞӪᘲᆺலϮἎⵆѺ࢜ᴲ
›Ἢ(خᷯᨇ, 2002), ᘲᆺᴲே10ታἲ૮
Ἢ၊9⃪ேᴶἎᢞẢேⳲ၊צྖἲ᫊
ⵊ ᷞ՚ᶾᤊல ⒢↶ྷ↮ᨆϮ ἎⵆѺ Ͼⵆ
ᷮ(ᐃ؞ẗ, 2003).
ⵊ ᘲᆺᴲேἲ ૮Ἢ၊ᷯᵿԾἏӪἎᢞ
ẢேⳲ၊צྖἲே᫊ᶾ᫊ⵊҞӪ⒢ὢ
ἎⵆѺϾⵆᷮἪ(ӎᷯ⸦, 2006), ⷲᾚ
ᘲᆺ⣊ὦᴲேἲ૮Ἢ၊8～12⃪ேᴶᷯ
ᵿ, Ảே, ᤊ`Њέ, ேᨆ Ẃᒃἲே᫊
ᶾ ᫊ⵊ Ⳳ၊צྖᶾᤊல ⒢ὢࢆ ⒢↶ྷ↮
ᨆὢἎⵆѺϾⵆંҞӪᅪᓢᷮ(ᴶ
⃪Ꮶ, 2003; ⁞Ꮶᷯ , 2004; ᤊᨇ , 2005; Ảᤎ, 2005).
ᓦᷞ՚ંᴲேὢᤎ⸦ⵆંԾἏᇒ⒢ᅪ⹊
ẗⵆᷚ ᘲᆺ᷶ᐗԾἏ Ⳳ၊צྖἲ Ὢᤎ ⵇԾᶾ ᤊᩫѺ⹊ẗϮઓⵊ⸃⣊ὦCD-ROMἪ၊Њ ᐊⵆᷚ, ᴲே⽓ᏦḮ␦ᷚலᅪק૮⹂ⵆӎὢ ᅪ ⦣ⵢ ᴲேᘲᆺἲ ᷶ᐗⵆં ᅪ ాӎ
ὶ.
ᷞ՚ᕲᤋҞӪ, ῶᐆὢⵇᣋὢᘲᆺ
᷶ᐗԾἏҫⷆὢᶴᶶӎ, ᘲᆺ᷶ᐗԾἏἲᐉἮ
ҫẞᶾலᕮኖࢆԾᢚϮ⃪ఊԾἏૢ૧ὢ,
⃪၊ Ѓ᫋ὢࢆ Ӯဖ ᘲംḒ ᫊⒛, ᕮኖḮ
૮⹂ᅪ⦣ⵢᘲᆺ᷶ᐗԾἏἲҫⷆⵊҫẞϮ૮ ᕮᕲὢᶶ. צ࿚ࢆᓦᷞ՚ҞӪᶾഞᅢቢ, ᴲ
ேἮCD-ROMὢࢆὦ⤞थἲ⹊ẗⵊԾἏ, Њ ὦ ⣊ᶾ ഞᅦ ᇌ▒⸃ ԾἏ, ⵇᣋ⹊ே
ԾἏἲᤎ⸦ⵆંѱἪ၊⁞ᢚఆᶶ. ὢંᴲே
ὢ ၊ ҫⷆⵆં ᘲᆺ᷶ᐗԾἏӪ ⽚ᇋⵆં
ᘲᆺ᷶ᐗԾἏᶾ ␖ὢϮ ὶἺἲ ᓢ⃪ᷚં ѱὢ
, ᴲே⽓ᏦḮᘲᆺ᷶ᐗἲỲⵊᴲே
↮ᅪ ӎဒⵊ ᘲᆺ᷶ᐗԾἏ Ⳳ၊צྖὢ ⴲẂⵆ ӎ, ᵌἪ၊லᴲேἲ૮Ἢ၊ⵊὢ࿚ⵊⳲ၊
צྖὢ↮`Ἢ၊Њᐊఆᶢᵪⵖἲᴺᨆὶ Ѻⵊ.
ⵊὢ࿚ⵊҞӪં⓶ⵇԾ΅ⵇलᓢӎ ⵇलᶾᤊ ⛢Ⳗ⤞ᅪ ⹊ẗⵆўࢆ ⵇᣋ␦ᷚ`ὦ
Ⳳ၊צྖἲ ᤎ⸦ⵊં ὢ (2002) ᷞ՚
Ḯ ⓶ㆍㆍӎⵇᣋὢ ᤎ⸦ⵆં ᓢѢᨆᶳὢ
⛢Ⳗ⤞ࢆVTR, TVᅪ⹊ẗⵊᨆᶳὢ, ⪧⽶
⓶ⵇᣋὢ ⁹ᴲⵆં ԾἏⳲ၊צྖὢ ᆺ⹂Ḯ
⛢Ⳗ⤞ צ྆ἲ ⹊ẗⵊ Ⳳ၊צྖὢཪӎ ⁞ᢚ ఊخὢᨊᷞ՚(2001)Ḯல⦣ⵆંѱἪ၊, ԾἏ ࢢẗӪ ୂᕶᶢ ԾἏᇒ⒢ᶾᤊ ᢶ၊Ả
᫊லϮⴲẂⵎѱἪ၊ᢚႺఊ.
ᓦᷞ՚ᶾᤊЊᐊఊᴲேᘲᆺ᷶ᐗἲỲⵢЊ ᐊఆӎᨆఊCD-ROM ⸃⣊ԾἏⳲ၊צྖ
ἮᴲேᘲᆺӮဖ↮᫋ᏽ⣊லἎⵊᒮ⹂
ᶾ `ὦᷯⶓἲᏦ♆ંѱἪ၊⮷Ϯఆᶶ.
ᷞ՚ҞӪ, CD-ROM ⸃⣊၊Њᐊఊᘲᆺ᷶
ᐗԾἏⳲ၊צྖ᫊ῲ․⺲ᴲேᘲᆺӮဖ
↮᫋῾ᨆϮԾἏἲᐉἮᴲே↿ᶾᤊἎⵆ Ѻ ⮷ 1.7῾ ᪧⵆᷮӎ, ԾἏἲ ᐉ↮ ᴸἮ
↿ᶾᤊ0.25῾ᪧⵆᷮ. ᘲᆺӮဖ⣊ல῾
ᨆ ҫẞᶾல ᘲᆺ᷶ᐗԾἏἲ ᐉἮ ᴲே↿
ᶾᤊ⦣Ҳ`Ἢ၊ἎⵆѺ⮷5.7῾ᪧⵆᷮ
ӎ, ԾἏἲᐉ↮ᴸἮᴲே↿ᶾᤊં0.2῾ⵆ ཫⵆᷮ.
ᓦ ᷞ՚ҞӪḮ ἎᢚⵆѺ ՛ࢢ․Ṧ ᷞ՚ᶾᤊ
ᴲேᘲᆺⳲ၊צྖὢᴲேᫎ⒢Ҳ☏♆ࢆᣋ⹊
᪣Ӯᒮ⹂ᶾ⺖Ӫ`ὲἲᓢӎⵆᷮ. Clballero
(2003)ᷞ՚ᶾᤊᘲᆺ᷶ᐗⳲ၊צྖ `ẗ
⺲૮ὢఊᴲே↮᫋, ⣊ல, ேὢ
`Ἢ၊ ᒮⵆᷮӎ, Sahota (2001)Ӫ
Warren(2003) ᷞ՚ᶾᤊலᘲᆺ᷶ᐗⳲ၊
צྖ`ẗ⺲, ᫋ᢚ⬖⤢ὢᐂེ↯ⵆѺᒮ⹂ఆў
ࢆᷯᵿᶾ૮ⵊ↮᫋ὢЊᤎఊҞӪᅪ ᫊ⵆᷮ
. ⵊ James (2004)Ӫ Gortmaker (1999) ᷞ՚ᶾᤊં⢲ᢞἺႺᤛ◖ ὢ؞ࢆ
TV ᫊⒛᫊ϲἲὢӎӪὪӪᤛ◖↋Ϯ
ӪЇὢ՚⒢`ὦᣋ⹊᪣Ӯᒮ⹂ᅪЃ⁞ⵊⳲ
၊צྖᶾᤊᾚῲ⺲ᴲேᫎ⒢Ҳ☏♆ᶾἎ
ⵊᒮ⹂ϮὶἺἲᓢӎⵆᷮ. ՛ࢢᷞ՚ᶾᤊ லᴲேἲ૮Ἢ၊ᘲᆺӮᆚⳲ၊צྖἲ᫊ⵊ
⺲, ᘲᆺᴲே↮᫋Ӫ⣊ல῾ᨆϮἎᏦⵆ Ѻ↋ϮఊҞӪᅪᓢ⃪ᷚᶶ(ὢϮᷯ, 2007;
خᷯ⸊, 2004; ᫎἮҫ, 2004; خҫ⹂, 2003).
ᷞ՚ኗ`ὢᴲ ⵇԾᶾᤊᘲᆺ᷶ᐗԾ Ἇἲ⺖Ӫ`Ἢ၊ⵆ؞ỲⵢᤊંⵇԾ⹆
ҫ`ᷚѢὢᐆᷯఆӎ, ૢ૧ԾἏϮᩫѺ⹊
ẗⵎᨆὶᶢᵪⵆ, ԾἏ૮ὦᴲேὢⵢ ૧ Ⳳ၊צྖᶾ ૮ⵢ `ק`ὦ Ӯἲ ᓢᷚᵪ
ⵊ. ὢᅪỲⵢᤊંᵌᤊᶦఊᴲேὢᤎ⸦
ⵆં ԾἏᇒ⒢ᅪ `ק ⹊ẗⵖӪ ே᫊ᶾ, ᴲே
Њὦ ே؞ லᶾ ഞཪ ␖ᒲ⹂ఊ Ⳳ၊צྖὢ
ӣఆᶢᵪⵊ. ⪧⽶ᘲᆺ᷶ᐗἲỲⵢẂ՚ఆ
ં↮`ὦẢேӪ᫋ᢚྷ⁞ῶ, ᣋ⹊᪣Ӯ
ЊᤎἮ⪧צѱὢ↮ఎഺᘲᆺ᷶ᐗ ᶾୂẟ⺖Ӫ`Ἢ၊؞ᷚⵎᨆὶ. ὢંᴲே
ே؞Ḯ ὦ↮ᨆ⃮ᶾ ഞཪ Њὦᒲ၊ תⵊ
ẢேⳲ၊צྖὢᴲேᘲᆺலᅪϾ᫊⢒ં
⺖Ӫ`ὢཪંᷞ՚ҞӪ(ὢᷞ⽚, 2005) ἲ
⦣ⵢಥᐉ♖ఎᨆὶ. ഞཪᤊᴲேᘲᆺ᷶ᐗ ԾἏⳲ၊צྖἲЊᐊⵖᶾὶᶢ, ᒂὢ၎`ኖ⸃
ӪЇὢԾἏ૮ὦ↮Ḯே؞ ல, ↮ᨆ
⃮ᶾഞཪ૮ᒲ၊␖ᒲ⹂ఊⳲ၊צྖἲ
ӣⵆંѱὢⴲẂⵎѱὢ.
ⵊ Ḓઆࢎ ѢЃӮᆚϮ ↶ᒿ᷶ᐗᓢં
ѢЃᾎᾚဓἲⶓ᫊⢚ᨆὶંѢЃⵊᣋ⹊
ᵿ᫋ ⸃Ӫ ѢЃⵊ ⹆ҫ Њᤎἲ ⯚ⵖⵆં
⯚Ӳ` Ꮶ ѢЃ↋↲ἲ ኗⱊ၊ ⵆӎ ὶ
(خ⸊ҫ, 2004). ὢᅪϾᴶⵢᓪഺ, ὢᏦӪ⒢
ὢўࢆᘲᆺⵊᴲேἲ♆Ⴚⵆં2, 3␖᷶ᐗ ᢚᶳᓢ ⒢ ᴲேὢ ᘲᆺᴲேὢ ఆ↮
ᴸல။ⵆӎ΅⒢ὦᴲேὢѢЃ⒢ἲἎ↮
ⵆல။ ⵆં 1␖ ᷶ᐗᢚᶳ(Steinbeck, 2001) ἮᇒẞẂⵆ, ЇἮᇓཫᶾᤊᨆᘲᆺ
ᴲேᆺἲ ૮Ἢ၊ ⵊ ᘲᆺӮᆚᓢં ᘲᆺᴲ
ேӪὪᐆᴲேኖాᅪ⯚ⵖⵊѢЃ⒢Ӯᆚᅪ
Ỳⵊ ᘲᆺ᷶ᐗ Ⳳ၊צྖ Њᐊὢ ↮`Ἢ၊
ЊᐊఆᶢᵪⵎѱἪ၊ᓢὦ.
Ⅴ. 결론
ᓦᷞ՚ંὪᕮ␖᫊ᶾᒂὢ၎`ኖ⸃ἲ`ẗ ⵊ⓶ⵇԾӎⵇल૮ᘲᆺ᷶ᐗԾἏⳲ၊צ
ྖἲCD-ROM ⸃⣊၊Њᐊⵆӎ, ЊᐊఊⳲ၊
צྖὢ ⓶ⵇᣋ ᘲᆺӮဖ ↮᫋ ᏽ ⣊லᶾ
Ꮶ♆ં⺖Ӫᅪ⫺ᴳⵖἪ၊᭖, ↶`ὦᘲᆺ᷶
ᐗἲỲⵊԾἏ؞⓶Ⴚᅪ ӣⵎኗ`Ἢ၊
᫊லఆᶶ. ⃪Ẃᷞ՚ҞӪંἺӪЇ.
⒙⇦, ⵇ᪣ḮԾἏ⹆ҫᕲᤋ, ԾἏኗⱊᏽ
ԾἏࢢẗᤎ , ԾἏᐗᒃӪᇒ⒢, ႺЊᐊ
Ӫ ἲўⒾ, ┋3␖᫊၊՚ఊCD-ROM
⸃⣊ᴲேᘲᆺ᷶ᐗԾἏⳲ၊צྖἲЊᐊ․
ⵆᷮ. Ⳳ၊צྖἮᘲᆺ , ᅆ, Ếὦ,
` ⒢Ἆ↮ⴲẂ, ᘲᆺ᷶ᐗᏽѢЃ↋↲
ἲⵊ᫋/Ảே/ᣋ⹊᪣Ӯ, ѢЃⵊ⒢⁞ῶᐗ ᒃࢢẗἪ၊՚ఆᶶ. ⪧⽶2␖᫊ԾἏ ࢢẗἮ ᘲᆺ᷶ᐗ Ỳᒮ⹂Ҳᒲ ⪧⇃ᶾ ഞཪ
ῲྣἲᆶဖⵊ⺲, Ҳᒲⵇ᪣ኗⱊḮ⃪ఊԾ Ἇࢢẗἲᤎ ⵆᷚЊᐊⵆᷮ.
ె⇦, ᘲᆺ᷶ᐗԾἏҫⷆὢὶંҫẞϮⷆ
՞ 27.8%, ૮⁞՞38.1%၊ ⁞ᢚఆᶶἪ, ⃪ ఊԾἏૢ૧ંᕮኖࢆᓢѢԾᢚᷮἪ, ⃪ఊ
ԾἏᐗᒃἮЃ᫋ԾἏӪᕮኖḮ૮⹂, Ӯဖ
ᘲംḒ᫊⒛ὢϮᾓᆼᵆ.
᤹⇦, ᘲᆺ᷶ᐗԾἏῲ⺲ᘲᆺӮဖ↮᫋․
⣊ல ῾ᨆં ⷆ՞ᶾᤊ ἎⵆѺ ↋ϮⵆᷮἪ
(P<0.001), ᢚῲ↮᫋․⣊ல῾ᨆᅪӣᒮྷἪ
၊⦣ ⵆᷚᕲᤋⵊҞӪⷆ՞Ӫ૮⁞՞ϲ
ᢚ⺲↮᫋․⣊ல῾ᨆᶾἎⵊ␖ὢᅪᓢᷚ
(P<0.001), Њᐊఊ ᘲᆺ᷶ᐗԾἏ Ⳳ၊צྖὢ
ᘲᆺ᷶ᐗ Ӯဖ ↮᫋․⣊லᨆ⃮ ⶓᶾ⺖Ӫ`
ὦѱἪ၊ࢆ⢮࢚.
ὢӪ ЇἮ ᷞ՚ҞӪં ὪᤎⵇԾᶾᤊ⹊ẗ ⵆ؞ẗὢⵊ, ᴲேᘲᆺ᷶ᐗἲỲⵊ `Ⳳ၊
צྖἲ ӣⵆᷚ, ▂⺲ᴲேἲ⯚ⵖⵊᅦᷞ
ဧ☣ ᘲᆺ᷶ᐗἲ Ỳⵊ Ⳳ၊צྖἲ Њᐊⵆં
؞ᷚⵆӎ, CD-ROMὢࢆủ⮆ὢ↮ḮЇἮ
ῲᇒ⒢ᅪ ⹊ẗⵊ ᓢѢԾἏ Ⳳ၊צྖ Њᐊᶾ
ᴲὢംᶢᅪ ӣⵎᨆὶἲѱὢ.
ᓦᷞ՚ંᷞ՚૮ᅪ⮦▂▊ⵆᷮӎ, ᤊ Ầ᫊Ὢᕮ⓶ⵇԾᶾᾚⵇὦӎⵇलᴲே
ἲ૮Ἢ၊ⵆᷮ؞ഺጦᶾ, ᓦᷞ՚ҞӪᅪῲ
⒢ᴲேᶾѺὪᐆ⹂ⵎᨆᶴં ⵊ῾ὢὶ.
ⵊᘲᆺ᷶ᐗԾἏẗCD-ROM⃪૮ἲ
⓶ⵇԾ ӎⵇल(4-6ⵇल) ᴲேἪ၊ ⵆӎ
CD-ROM ⸃⣊ԾἏⳲ၊צྖἲЊᐊⵆᷮ؞
ഺጦᶾ, צ ὢṦ ⓶ⵇԾ ΅ⵇल ᴲேὢࢆ
ⵇᣋὢᷞဧᶾѺᓦⳲ၊צྖἲ`ẗⵆ
ંⵊҲϮὶ. ὢḮୂᕶᶢᓦᷞ՚ᶾᤊં
2␖᫊ᶾ ᒂὢ၎` ኖ⸃ἲ `ẗⵆᷚ, ૮
Ỳᒮ⹂Ҳᒲᘲᆺ᷶ᐗԾἏⳲ၊צྖἲЊᐊ ⵆᷮં, ؞ϲԾἏἪ၊ંᒂὢ၎`ኖ⸃
ᶾᤊ Ẃ՚ఆં ᫊ϲ ⼾ᅲᶾ ഞᅦ ᾓ؞`ὦ
ேᒮ⹂↮ὢᶢဣ؞ഺጦᶾ, ᾓ؞ϲ⒢
Ҳ`ὦ ᘲᆺ᷶ᐗԾἏ Ⳳ၊צྖ Њᐊὢ ⴲẂⵎ
ѱὢ. ⵊḒઆࢎᘲᆺᴲே↋Ϯኩ↮ᴸѺ
΅⒢ᴲே↋ϮϮᢶ၊ẢᓢѢጦ ၊૮ా
ఆӎὶ. ഞཪᤊᘲᆺӪ΅⒢ἲⵖۆზ
ં⯚Ӳ`ᏦϮѢЃ⒢Ἆ↮ᅪỲⵊ⒢
⁞ῶⳲ၊צྖὢᓢ⹊ᐊⵆѺЊᐊఆӎⵇԾ
ⷲᾓᶾᤊ⹊ẗఆᶢᵪⵎѱὢ.
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<ABSTRACT>
The development of a CD-ROM for children obesity prevention program and it's effect analysis
Eun Joo Kwon✝*․Hye Kyeong Kim*․Myung Kim**
* Health Promotion Research Institute, Korea Association of Health Promotion
** Dept. of Health Education & Management Ewha Womans University
Objectives: The purpose of this study was to develop the children obesity prevention program and to analyze how this program has an effect on students' degree of knowledge, attitude for obesity prevention.
Methods: The study design was Compromise Experience Group Pre-Post Design. 238 students in the 4th and 5th grade of 4 elementary schools in Seoul were nonrandomly assigned to the study group(n=115) or the control group(n=113). The Program was applied for 3 times and surveys were conducted 2 times as pre-test and post-test.
Results:
1. The obesity prevention CD-ROM was developed by analyzing of learners and educational facilities, selecting the study object and contents and producing educational methods and materials. The study contents were included definition, types, factors and side-effects of obesity, and It was contained dietary habit, exercise and life style for obesity prevention and healthy life.
2. Demographic characteristics were not significantly different between study group and control group. Among the subjects investigated, 27.8% of the study group and 38.1% of the control group stated that they had experienced in the obesity prevention program in past.
3. The obesity knowledge and attitude score after this obesity prevention program were improved significantly than before the program(P<0.001).
Conclusion: The CD-ROM developed in this study for the children obesity prevention program was proven to be effective in improving obesity knowledge, attitude for the obesity prevention.
Key words : children obesity prevention program, CD-ROM program, Transtheoretical model
