• Journal of Science Education
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• v.41 no.3
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• pp.281-296
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• 2017

The purpose of this study is to explore the science learning motivation of technical high school students through comparison with general high school students. 596 high school students and 1063 general high school students participated in the study. Three statistical methods were used for data analysis: two-way ANOVA, independent sample t-test, and Pearson correlation analysis. The results showed that the interaction between school type and grade had a significant effect on the difference of students' motivation for science learning. There was a significant difference in learning motivation among general high school students according to academic year, while there was no significant difference between first and second grader of technical high school students. Especially, technical high school students showed low level of science learning motivation compared to the students in general high school. The correlations among five motivational factors of science learning motivation were also significantly lower than that of general high school students. Lastly, the result of correlation analysis between science motivation and academic achievement showed that second year students in technical high school had less correlation coefficients than the first year students. Given these results, it is necessary to develop a educational strategy for enhancing science learning motivation of technical school students. We will discuss the direction of science education for technical high school based on our findings.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.53-62
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• 1986

본 연구의 목적은 한국 중 고등학교 학생들의 지적 발달의 특성을 조사 분석함으로써 교과서 및 교육과정의 개발에 필요한 기초자료를 얻으려는 것이다. 지역, 학년, 연령, 성 및 가정의 사회 경제적 지위에 따른 인지 발달 특성을 조사하였다. 연구의 대상은 전국을 대도시, 중 소도시, 농촌으로 유층화한 유층군집 표집방법에 의해 표집한 중학교 1학년부터 고등학교 2학년까지의 남 녀 학생이었다. 표집학생 수는 중학교가 18개교 54학급 3,164명이었고, 고등학교가 18개교 36학급 1,981명이었다. 가정의 사회 경제적 지위는 가정의 경제적 형편, 부의 직업, 부의 학력, 가정의 수입 정도를 고려하여 4계층으로 구분하였다. 사용된 도구는 지적 영역의 조사에 Piaget의 인지발달이론에 따른 논리발달 검사를 이용했다. 분석된 결과를 요약하면 다음과 같다. 첫째, 명제논리, 확률논리, 조합논리, 변인조작개념은 연령과 학년이 높아질수록, 대도시로 갈수록, 사회 경제적 지위가 높을수록 더욱 발달하는 경향이다. 둘째, 개념의 발달경향에 있어서 이원추리와 조합논리개념의 발달이 확률논리와 명제논리 개념의 발달보다 빠른 경향이다. 셋째, 한국의 중등학생 중에서 12세의 64.6%, 13세의 58.1%, 14세의 43.8%, 15세의 30.1%, 16세의 22.6%가 구체적 조작 후기에 도달해 있다. 넷째, 중등학생의 학년별 인지발달경향을 보면 중1의 69.8%, 중2의 51.1%, 중3의 47.4%, 고1의 21.6%, 고2의 21.7%가 구체적 후기의 발달수준이다.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.215-226
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• 2022

This study analyzed the trends and causes of the decline in Korean students' positive experiences about science (PES). To do this, 4th to 10th grade students were sampled by grade at general elementary, middle, and high schools in Seoul, and then a questionnaire was administered to ask the students about their PES and the causes for their decline. The results of one-way ANOVA for Test for Indicators of Positive Experiences about Science (TIPES) revealed that there were no statistically significant differences according to grade and school level in the overall mean of TIPES scores. However, the results were slightly different for each sub-component. That is, in 'science academic emotion,' the mean of elementary school students was statistically significantly higher than that of middle school students. In addition, the mean of 4th graders was significantly higher than the mean of middle school 1st graders, middle school 3rd graders, and high school 1st graders, respectively. The mean of high school students was statistically significantly higher than that of middle school students in 'science-related career aspiration.' In the 'science-related self-concept', 'science learning motivation,' and 'science-related attitude,' the differences in scores according to grade and school level were not statistically significant. The main causes of the decline in each sub-components of PES were somewhat different depending on the school level. Based on these results, the ways to improve students' PES were sought according to grade and school level.

• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.2
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• pp.212-222
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• 2013

We studied the eating habits and sleeping patterns of 682 middle and high school students in their third year in Gwangju. According to the body mass index (BMI) of the subjects, obesity (over weight) was significantly higher in the third graders of high school students ($20.8{\pm}4.0$, 32.9%) than middle school students ($19.4{\pm}3.8$, 14.2%) (p<0.001). In addition, 71.1% of high school students experienced a lack of sleep compared to 48.8% of middle school students (p<0.001). There was a difference between good and bad sleepers in the number of times they ate snacks and the quantity of their snacks. Good sleepers had more fruit and dairy products (e.g. fruit juice 2~4 times (p<0.05), milk 2~4 times (p<0.001), apples 2~4 times, strawberries 2~4 times (p<0.01), and bananas 2~4 times a week), while bad sleepers consumed more beverages, frozen desserts, flour-based foods, fast food, bread, and rice cake. Bad sleepers clearly consumed snacks more frequently. From analyzing the correlations between sleep quality and snack intake, eating fruits 2~4 times a week (30 g~200 g/once) and drinking dairy products 2~4 times a week (120 mL~400 mL/once) appears to promote better sleeping habits.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.317-329
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• 2006

In this research, a questionnaire was developed to investigate high school students' viewpoints, originating from science history, on 'motion of on object', the subjects were seventy- five 10th grade students and sixty-five 11th grade students. Results found that the highest percentage among the types of 10th grade students' thoughts was related to the Middle Ages 'Impetus' viewpoints. Percentages of 11th grade students' thoughts were highest for Middle Ages and Newton views. These results provided proof that the development of student thoughts' based on science history' are consistent with school year. Furthermore, student thought regarding 'object motion' under the conditions of no force, vacuum, or air under a weightless stage were related to progressive viewpoints on science history. However, the percentage of thoughts related to earlier viewpoints were considerable. Student thoughts on parabolic motion, circle motion, and conservation amount of motion were found to be highly significant in similarity to the viewpoints of Galilei, Descartes, and Huygens; view cultivated before Newton. Consequently, this study determined that educational efficiency could be raised by providing historically more progressive views to cope with conflictory student thoughts-thoughts related to past views in science history.

• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.87-110
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• 2023

This study aimed to proposed repeated reading aloud, which combines repetitive reading and reading aloud, as a method for teaching and learning mathematics. We investigated the effect of repeated reading aloud on students' academic achievement and cognitive load, and explored the implications of repeated reading aloud as a method for teaching and learning mathematics. To this end, we conducted a case study involving repeated reading aloud for two units: the limit of a function and the number of cases. The study targeted four 9th-grade students and four 10th-grade students, analyzing how their academic achievement and cognitive load changed. As a result, the eight students showed positive changes in academic achievement and cognitive load as the repeated reading aloud accumulated. When comparing the units, the academic achievement was lower for the limit of function than the number of cases. In terms of cognitive load, students exhibited higher cognitive load in the unit on the limit of function. When compared cognitive load by grade, there was no significant difference after 3rd repeated reading. However, in both units, the academic achievement of four 10th-grade students was higher than that of four 9th-grade students. Nonetheless, the gap narrowed as the reading aloud was repeated.

• Journal of Nutrition and Health
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• v.42 no.8
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• pp.770-783
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• 2009

The school foodservice was quantitatively extended by policy of government all the while. There was carried out the survey of customer satisfaction about school foodservice by the ministry of education, science, and technology since 2006 years. Therefore, the purpose of this study was to grasp an improvement of the scores of school foodservice' quality attributes and satisfaction as compared with the preceding year by respondents and school type (elementary school, middle school, and high school). An annual survey was practiced to respondents (students, parents, and faculty) on september 2007 years and 2008 years in 16 cities and provinces. The statistics was analyzed to descriptive analysis and t-test for SPSS 12.0. The scores of school foodservice' quality attributes and overall customer satisfaction were almost increased to students, parents, and faculty and especially, big elevation in middle school. There was big increased the quality attributes such as 'providing information on foodservice', 'pleasant foodservice environment', 'kindness offered by employee' in elementary school, middle school, and high school to total respondents. An overall satisfaction in school foodservice was improved from 69.2 score to 71.9 score. On students, scores of overall satisfaction was increased from 72.9 to 74.0 as students of elementary school and from 61.5 to 65.8 as students of middle school (p < .001). Therefore, for improvement and development of school foodservice, there should be a necessary for an operator of school foodservice and an office of education to make an effort.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.191-199
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• 2004

본 연구에서는, 6년 전에 개발된 수학 창의적 문제 해결력 검사(MCPSAT; 한국교육개발원(김흥원 외, 1997))에 대한 현시점의 적합성여부를 알아보기 위하여 이 검사의 중학교 1-3학년용 A형 1부 검사와 고등학교 1-2학년용 A형 1부 검사를 해당 학년 학생들에게 적용하여 분석하였다. 검사도구의 양호도는 비교적 좋은 것으로 나타났다. 즉, 중학교와 고등학교 모두 문항 내적 일관성 신뢰도(Cronbach ${\alpha}$)의 계수가 약간 떨어져 있지만 비교적 양호한 것으로 볼 수 있으며 변별도는 점이연 상관 계수가 0에 가까운 문항이 없는 것으로 나타났다. 따라서 모든 문항이 학생들의 수학 창의적 문제 해결력을 변별해 줄 수 있을 것으로 생각한다. 내적 타당도는 중학교의 경우 관대하게 본다면 수용할 만 하고, 고등학교의 경우 아직은 우려할 수준은 아니다. 즉, 중학교 문항 1과 문항 4는 적합도 지수 1.2를 상회하였으나 Infit과 Outfit 모두 1.5를 넘는 문항은 없었다. 고등학교의 문항 4는 문항의 적합도 지수 1.2를 상회하는 것으로 나타나고 있으나 Infit과 Outfit 모두 1.2를 상회하지 않았다. 난이도 측면에서 볼 때, 이 검사의 계속 사용은 염려스러운 면이 있다. 즉, 중학교에서는 6년 전 보다 쉬운 것으로 나타나고 있는 바 이것은 현재의 학생들이 이러한 유형의 문항을 많이 접하였을 것으로 추측할 수 있다. 고등학교에서는 6년 전 보다 조금 더 어려워 졌다고 볼 수 있다. 위의 사항을 종합할 때, 수학 창의적 문제 해결력 검사에서 중학생용은 현재의 학생들의 수준을 고려하여 재 표준화하는 것이 바람직하고, 고등학생용은 개발 당시의 신뢰도, 난이도, 변별도 등에서 유사하므로 당분간 계속 사용하여도 될 것이다.

• 대한공업교육학회지
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• v.45 no.1
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• pp.84-102
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• 2020

During the period of rapid industrial growth, specialized high schools were important vocational education institutions trained specialists and technicians. But now, specialized high schools turned into high schools where the low-ranking students who were pushed out of the competition for admission due to a decline in the education population, changes mostly in labor demand in the labor market, and discrimination against skilled workers. In order to solve this problem, the middle school 3rd grade teachers in charge of the middle school can provide early career guidance, so that they can decide to go to the specialized high school according to their aptitude and talent rather than their grades. The purpose of this study is to investigate the relationship between general characteristics and perception of middle school 3rd grade teachers, and the rate of decision to enter specialized high school. In 2018, The middle school 3rd grade teachers in charge in Daejeon metropolitan city were selected. The results of this study were as follows: When 3rd grade teachers in charge are the male teachers 21.01%(M=.2101) of their students go to specialized high schools. When they are teachers who have not graduated from college of education(M=.2110), with doctoral degree(M=0.3064), of their students go to specialized hight schools. Finally, there was a significant positive relationship between perceptions of high school teachers (β1 = .245, p = .000) and high school graduates (β2 = .149, p = .027). The regression equation derived from this is y = -0.56 + 0.037 * β1 + 0.025 * β2 10.1% (R² = 0.101).

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1256-1271
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• 2004

The importance of science attitudes is more increasing in science education. Science attitudes may influence students' attainment, consistency and quality of classwork as well as their later views of science education and scientific occupations. According to the international comparative researches and longitudinal studies on Korean students' science attitudes, it has shown that the more grade, the less science attitude. This research was survey the science attitudes and learning environment variables, and then make a inquiry that causes of decline of science attitudes. To study this purpose, the participating students in this study will be selected from 3th to 11th grade. 6,925 participants were administered 3 times in questionnaires of science attitudes and learning environment variables during a year. The result of this study showed that science attitude got low after June. Science attitude was changed from 4th grade to 8th grade students. Science attitude much more decrease second semester than first semester, high school students' science attitude fell much. It was experience about science that cause the biggest effect in science attitude and other learning environment variables influence in science attitude change. Learning environment variables made different influence from students of increased and declined science attitude. As category that influence in science attitude, in elementary school were gender, area and grade, in middle school were grade and area, and in high school was area.