• The Journal of Korean Institute for Practical Engineering Education
• /
• v.2 no.1
• /
• pp.126-134
• /
• 2010

Material Testing Method subject of Metal Materials, which is one of curriculum of engineering major high school, is not properly updated even though both science and technology are advancing rapidly. Especially, the need of fractographic technique, which can analyze the fracture surface with the advanced testing equipment and technique, is increasing. The importance and the analyzing method of Fractography are proved by the characteristic analysis of pressure tube fracture surface of HWPR. In the future, in order to increase the professional knowledge and their pride of engineering major high school student, these advanced subject should be included in the new crriculum of engineering major high school. This activity to involve the advanced subject should be carried out voluntary by the first line teacher before the responsible body.

• Journal of Gifted/Talented Education
• /
• v.26 no.4
• /
• pp.635-652
• /
• 2016

This study investigated operation plan for the Cyber Bridge Program based on the survey from teachers of science high schools. Teachers were found to be thinking it positive that cyber programs can be operated free from the time and spatial restrictions. They thought that teacher interactions are hard to occur and teachers' role in learning is limited as well. Also, the geographical, physical, and socio cultural minorities might have benefits from cyber programs either as regular programs or the before entrance programs. Therefore, the detailed plans are needed. Most of all, since the educational contents are the key for the programs, we suggested some contents categories and developmental criteria. As a result, the developments of high quality contents and financial supports for the successful Cyber Bridge Program are essential.

• Journal of dental hygiene science
• /
• v.10 no.5
• /
• pp.411-416
• /
• 2010

In this study a survey was conducted with tenth, eleventh, and twelfth-graders in some academic and vocational high schools in Seoul, Gyeonggi Province, and South Chungcheong Province from April 3 to 30, 2009; then, 600 questionnaires returned were analyzed, obtaining the following results. It was found that there were some differences in subjective perception and behavior among some high school students by school type (p<0.001). This suggests the need to make systematic programs within curricula for oral health education and prevention programs that practically help to improve oral health.

• Journal of The Korean Association For Science Education
• /
• v.26 no.4
• /
• pp.559-567
• /
• 2006

The purposes of this study were to investigate and compare the perception of students, their parents, and their teachers about students' scientific talent and interest, and to analyze if there is a difference among the perceptions of the three groups by students' gender. For the research, 592 Korean elementary and middle school students, their parents (N=592), and their teachers were sampled and investigated their perceptions, with the questionnaire for students, parents, and teachers developed by the authors and validated by science education experts group. The research results are; (1) in total, the perception scores of parents and teachers are higher than that of students' perception, and the average score of each group decreases by grade in every group; (2) among the students and parents groups, average perception score of male students' talents and interest was higher than that of female students, while teachers perceive averagely that there is no difference in students talents and interest by gender.

• Journal of the Korean Society of Earth Science Education
• /
• v.13 no.1
• /
• pp.40-52
• /
• 2020

The purpose of this study is to explore ways to change high school earth science elective courses with the introduction of the high school credit system in 2025, and ways to restructure them in preparation for the next curriculum revision. For this purpose, Delphi surveys with earth science education experts, a survey with in-service earth science teachers, and in-depth interviews with experts were conducted. According to the results, we need to consider four keywords such as cultivation of earth science literacy, connection with student career paths, emphasis on the fun of earth science itself, and student selection rate and college entrance exam in restructuring Earth science electives. Based on this direction, we composed four subjects: Earth System Science emphasizing earth science literacy, and three such subjects reinforcing career connection as Solid Earth Science, Atmospheric and Ocean Science, and Space Science. To resolve concerns about falling selection rate of earth science courses with the introduction of the high school credit system, it is necessary to re-establish the status of the earth science subjects including enhancing the career connection of the earth science electives. Follow-up studies are necessary to elaborate and publicize the titles and core concepts of Earth science electives.

• Journal of the Korean earth science society
• /
• v.45 no.2
• /
• pp.147-156
• /
• 2024

Science practice is a process of establishing new relationships with 'foreign things' such as learning objects or tools for observation and measurement. Since the practice of science in major subjects has been increasingly emphasized, we sought to understand the meaning co-created by students and numerous materials who have experienced astronomical observation as a Deleuzian experience of "becoming". We collected activity logs and photographic data written by 17 students participating in astronomical observation activities at "A" High School, and conducted in-depth interviews with the students. We assessed the collected data by reconstructing a situation analysis. The main research results include the students' existential-epistemological 'becoming' process: 1) discovering newness through repetition, 2) becoming an 'explanation machine' to convey the affect of astronomical observation activities, 3) breaking out of a stabilized territory, and crossing a threshold. Based on the results, we suggested the need for follow-up research on the practices and new experimental approaches of teachers in earth science education.

• Journal of Korean Home Economics Education Association
• /
• v.23 no.4
• /
• pp.105-124
• /
• 2011

To achieve this objective, practical problem-teaching lesson plans and instructor-led teaching and learning plans were developed and integrated into the Technology Home Economics, and Human Development curricula at both academic and vocational high schools. The impact of these plans was examined, as were connections between the teaching methods and types of schools. As part of this study, a survey was conducted on 1,263 students in 46 classes at 6 randomly selected high schools: 4 academic and 2 vocational. A total of 9 teachers conducted classes for both experimental and comparative groups between October 2009 and November 2010. Pre- and post-tests were used to study the impact of the lessons on the experimental and comparative groups. In terms of data analysis and statistics processing, this study implemented mean and standard deviations, t-test, and analysis of covariance using the SPSS 12.0 program. The results of this study are as follows. The practical problem-teaching lessons produced more positive results in the students than the instructor-led lessons, in terms of their image of the elderly, their level of knowledge about them, their understanding of their need for welfare services, and preparation for Successful aging. When comparing the results by type of school, the experimental groups at academic high schools appeared to have a more positive image and better understanding of the elderly and their need for welfare services, and were better prepared for Successful aging than during their previous lessons. They also showed an increase in independence from their children in aging. As for the comparative groups, students at academic high schools showed an increase in preparation for Successful aging compared to the previous lessons. Finally, as for future research on preparation for aging in high schools, more schools should include this subject in their regular curriculum for Technology Home Economics, Human Development and Home Economics in order to generalize the results, and they need to evaluate the content. Additionally, this study suggests that new high school curricula should include lessons on preparation for aging so that students can deal successfully with our aging society.

• Journal of The Korean Association For Science Education
• /
• v.26 no.4
• /
• pp.546-558
• /
• 2006

The purpose of this study was to identify heuristically how abduction was used in a context of solving an earth-environmental problem. Thirty two groups of participants with different institutional backgrounds, i,e., inservice earth science teachers, preservice science teachers, and high school students, solved an open-ended earth-environmental problem and produced group texts in which their ways of solving the problem were written, The inferential processes in the texts were rearranged according to the syllogistic form of abduction and then analyzed iteratively so as to find thinking strategies used in the abductive reasoning. The result showed that abduction was employed in the process of solving the earth-environmental problem and that several thinking strategies were used for inferring rules from which abductive conclusions were drawn. The strategies found included data reconstruction, chained abduction, adapting novel information, model construction and manipulation, causal combination, elimination, case-based analogy, and existential strategy. It was suggested that abductive problems could be used to enhance students' thinking abilities and their understanding of the nature of earth science and earth-environmental problems.

• Journal of the Korean earth science society
• /
• v.27 no.3
• /
• pp.260-268
• /
• 2006

Students' affective attitude not only influences their achievement in a meaningful way but is also an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle, and high-school students based on surveys and reviews of previous research results. We analyzed students learning attitude in terms of (1) interest in and enjoyment of science, (2) instrumental motivation in science, (3) science learning anxiety, and (4) self-concept in science. Major findings are that students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to the students' explanation, science classes get boring in higher grades because of difficult contents, lack of experiments and activities, and the teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all, we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.

• Journal of Science Education
• /
• v.43 no.1
• /
• pp.136-156
• /
• 2019

This study examined the effects of STEAM program on preservice science teachers' communication competency and further explored their experiences of and reflection on STEAM program. The study design is one group pretest-posttest with mixed methodology using both quantitative and qualitative data. The STEAM program consists of three stages: introduction of STEAM, participation in STEAM activities, and reflection on the STEAM program. The preservice science teachers improved their communication competency after the STEAM program (p < .01). The preservice science teachers represented statistically higher scores on the three subscales of communication competency: Interpretation ability, self-presenting ability, and understanding others' viewpoints. In addition, the preservice science teachers reflected on their STEAM experiences. During the first stage of 'Presentation of the Problem Situation,' the preservice science teachers mentioned that they roused their curiosity due to everyday experience-related, social issues or present issues. In the stage of 'Creative Design,' the preservice science teachers mentioned that they selected the final idea through mutual consent of the members, the practical possibility of everyday life, the previous experience-based decisions, or persuasive power. Further, about 87.5% of preservice science teachers mentioned that they were fully engaged in the 'Emotional Learning' stages due to the application of integrated thinking, everyday related issues, and communication among group members. About 85% of the preservice science teachers mentioned that they could challenge new problems in future situations.