• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.51-65
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• 2015

The purpose of the study was to describe the operating status of "Logic and Writing in Home Economics Education(HEE)" course and the students' perception about the course. For this study, the syllabuses of "Logic and Writing" course in HE education department were reviewed. The survey method was used in this descriptive study. Respondents in this study were 116 students taking the "Logic and Writing in Home Economics Education" course. Questionnaires from the students were collected through on-line and off-line mail. The results of the study were as the follows: First, goals of the "Logic and Writing in HE Education" course were as the follows in order: to enhance writing skill about various subjects related to Home Economics; to foster HE teachers' professionalism through persuasive power logically; to foster writing skill logically; to prepare HE teacher recruitment exam; and to foster teaching skills to enhance students' writing. The student evaluation methods in the course were mainly attendance, examination, tasks, discussion and presentation, and class participation. Second, degree of satisfaction of students taking the course was higher than average. The student respondents perceived that the course was helpful to improve their logical thinking and critical analytical skill, writing skill related to HE education and education, ability to express one's opinion clearly and exactly, understanding of the fundamental concept of logic and the structure and method of the essay, comprehensive understanding of HE education, and ability to solve the problems specifically. However, they responded that it was difficult to practice writing, to discuss and debate frequently, to follow uncertain assessment criteria, and to present frequently. They wanted the instructor to give the feedback more frequently.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.3 no.1
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• pp.10-19
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• 2000

Due to the urbanization, concentrated population, and limited land exploitation in the modern society, the environment surrounding that we live in is getting polluted more and more, and it has become hard even to let urban children experience the nature. This research was conducted to help people recognize the importance of our natural resources through the environmental education of elementary school and to use school's practical open-space for the Indigenous Plants education. The results of this study are as follows : First, the status of a plant utilization in our institutional education : There were 362 species totally of 124 species of Trees, 156 species of Herbs, 63 species of Crops, and 19 species of Hydrophytes which appear in the elementary school text book. Of all, the most frequently appearing species of tree were the Malus pumila var. dulcissima, Pinus densijlora, Citrus unshiu, Diospyros kaki. Second, the effect of plant education using the land around schools : The result of research on the open-space of the 19 elementary schools located in Mapo-gu showed that most of the species planted are the Juniperus chinensisrose, Hibiscus syriacus. Pelargonium inquinans in the order of size, and the plants appearing in text book were grown in the botanical garden organized in 7 schools. Especially most of the Indigenous Plants were being planted in botanical garden, and Pinus densijlora, Abeliophyllum distichum, Polygonatum var. plurijlorum, Liriope platyphylla and so on. Last, the result of this research on recognition of Environment, Planting education and Indigenous plants : It showed that educational necessity of students and teachers about environment and Indigenous Plants was more than 80%. The management of botanical garden was conducted by some teachers and managers. The results of this study suggested that we needed the reconstruction of curriculum, the efficient application of plant education for effectiveness of using school environment and monitoring continually and construction information sources for the better environment education in the elementary schools.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.94-113
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• 2013

The purpose of this study was to examine the change in the classes of beginning science teachers through the collaborative mentoring program that induce reflective thinking practice. Participants in this study were three mentor-teachers, two teachers in doctor's or master's course, one university professor, and three mentee-teachers who have less than four years of teaching experience. We collected data such as video recordings of the mentee-teachers' classroom teaching and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor and mentee's journals, and RTOP classroom teaching observation reports. RTOP was used for the analysis of classroom teaching and mentee-teachers' recognition and changes in their classes were found out through journals and one-on-one mentoring interview materials. According to mentee-teachers' recognition and changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching style, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classroom teaching through their reflective practice and improvement. As a result of this study, the interactions with mentor-teachers through collaborative mentoring program stimulated mentee-teacher's reflections on their teaching. Therefore, these reflections led to their reflective practice that showed progressive changes in their teaching behavioral activities. The extent of these changes varied according to the mentee-teachers' individual disposition toward reflection and the issue of whether mentee-teachers' reflective practice was in accordance with priorities in motivational ZDP or not. Also based on the results of this study, the teachers' reflection was not all accompanied by reflective practice even if the beginning science teachers made some partial changes in reflective practice through reflection. It means that it is hard to lead reflective practice for mentee-teachers through mentoring in a short period of time. Therefore, we consider that a systematic and long-term mentoring program is necessary for beginning science teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.317-325
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• 2020

Using a structural model, this study aims to verify the association between job stress, burnout, and self-efficacy levels of health teachers responsible for school health. Structured questionnaires were administered to 814 health teachers, and validated through Structural Equation Modeling (SEM). The study results show that job stress of the health teacher was 2.9±0.64 and burnout was 2.6±0.52, which was slightly lower than the median of the Likert 5-point scale, while self-efficacy was 4.1±0.51. Various sub-factors contributed to the scores: 'student and family' and 'peer teacher's perception' were high for job stress, while 'work in charge' was high for burnout. Job stress of health teachers resulted in increased burnout and decreased self-efficacy. Furthermore, increased burnout significantly decreased self-efficacy. Hence, job stress affected burnout, and burnout affected self-efficacy. Our data clearly demonstrates that job stress is very important to reduce burnout of health teachers and increase their self-efficacy. Therefore, various efforts are required to lower job stress. This study will help to establish new policies and practical improvement plans to reduce job stress and exhaustion of health teachers, and consequently increase their self-efficacy.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.870-885
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• 2010

The purposes of this study are to examine what the participants experienced when developing Content Representation (CoRe) of "molecular motion" for the 7th grade in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher and to investigate how the participants' PCK changed in their classes after developing CoRe. The participants were one experienced chemistry-trained teacher, two physics-trained teachers, and one researcher. The participants were selected by purposeful sampling. For this study, the discussions on developing CoRe was recorded and two physics-trained participants' classes were video-taped, and constructed/semiconstructed interviews were conducted. All data were transcribed for analysis. The participants experienced reflective thinking of their knowledge and previous classes, corrected their own misconception and clarified those conception, recognized the contents and the goals of "molecular motion" class, enhanced understanding of students' preconception during the development of CoRe. Especially, the two physics-trained teacher-participants confessed that they recognized clearly the contents and the goals of "molecular motion" class and identified their deficiency in 'particle viewpoint' in their previous classes. Their recognition was realized in the course of interaction with experienced chemistry-trained teacher. Among the components of PCK, knowledge of science curriculum was most influent on two physics-trained teacher-participants' classes, and they emphasized 'particle viewpoint' and 'molecular motion' in their classes. In addition, they introduced new teaching strategies that were discussed in the course of developing CoRe. The influence on the participants' PCK was different according to their reflective thinking on their own knowledge and previous classes and their affective characteristic. The implication of this study is that, the course of developing CoRe can promote reflective thinking that is essential for increasing teachers' professionalism and significantly influence on PCK. Especially, developing CoRe in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher can identify deficiency in their classes and thereby, improve their classes. And, it takes time and effort to internalize the participant's recognition in their teaching practice.

• Hwankyungkyoyuk
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• v.10 no.2
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• pp.157-174
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• 1997

The purpose of this thesis is to study recognition and attitude between teachers and students about school environmental education. The data for this study were collected by administering interviews with seven hundred sixty three teachers and one thousand six hundred fifty six students, and make comparison between these teachers and students recognition and attitude for the environmental education by use of research are as follows. The conclusion of this research are as follows. First, In the study of teachers and students recognition and attitudes about environmental education, though they are interested in it, they lack in knowledge and ability to solve real environmental problems. Also, environmental education tends to be dealt with indifferently and formally because of the burden of entrance examination and lack of material concerned. Second, the recognition and attitude of the teacher-student group about the school environmental education have meaningful difference in each region. The suggestions for the improvement of the environmental education based on these conclusions are as follows. First, the more efficient methods and materials of the school environmental education must be developed in order that students may understand the complex property of the environment and at the same time have the ability to improve the environmental quality. Second, the cooperating system of environmental education including the teacher- student- student's parents' should be established in order to develop the recognition and attitudes for the environment. And also for teachers group to get the more professional leadership about environmental education, government' support is needed.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.3
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• pp.456-464
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• 2012

Purpose: The purpose of this study was to identify the level of role expectation of school health teachers recognized by elementary students and nursing college students and to compare role expectations between the two groups. Methods: The participants in this study were 323 elementary school students from 2 schools and 112 nursing students from 2 universities. Data was collected by a structured self-administered questionnaire and analyzed using descriptive statistics, t-test, and ANOVA by the SPSS 19.0 program. Results: The elementary students and nursing students recognized health service and health education as the most important role expectation for school health teachers. The role expectation of nursing students was higher than those of elementary students. The elementary students' points of view for role expectation were statistically different according to their health status. Conclusion: To improve the school health teacher's role, understanding the client's expectation is necessary. In addition to the role of health service and education, counseling for elementary students should be developed.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.391-405
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• 2011

The nature of science has been recognized in a great deal in the field of science education. However, only few innovative programs are offered for science-gifted students to improve their recognition of the nature of science. The current study describes and analyzes science-gifted students' understandings of the nature of science (NOS). In addition, the study looks into contradictory views among the aspects of NOS, which are fundamental data in constructing target programs on NOS for science gifted students. Data used in this study were collected from 73 middle school science-gifted students using an open-ended questionnaire, VNOS. The results of this study showed that the participants' understanding of NOS was significantly distributed on naive or transition view except for 'tentative NOS', and the results revealed inconsistent view among the aspects of NOS. This study proposes two suggestions to enhance the recognition of science-gifted on NOS of science to informed state and to have consistent perspectives with other areas. First, the role of experiment has to be changed-it should be the process in constructing scientific knowledge rather than an instrument to check scientific knowledge to transform perspective on experimental data and scientific knowledge. Second, various opportunities must be provided to science-gifted students, so they can experience the culture and community of scientists and science to gain a wider insight of science.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.523-534
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• 2014

This study aimed to develop collective intelligence (CI) based instructional models for teaching socioscientific issues on the basis of intimate collaboration with science teachers, and to investigate the participating teachers' perceptions on the effectiveness of the instructional models. Adapting the ADDIE model, we suggested three types of SSI instructional models (i.e. generative model, exploratory model, and decision-making model). Generative models emphasized the process of brainstorming ideas or possible solutions for SSI. Exploratory models focused on providing students opportunities to explore various SSI cases and diverse perspectives to understand its controversial nature and complexity. Decision-making models encouraged students to negotiate or develop a group-consensus on SSI through the dialogical process. After implementing the instructional models in the science classroom, the teachers reported that CI-based SSI instructional models contributed to encouraging students' active participation and collaboration as well as to improving the quality of their argument or discourses on SSI. They also supported the importance of developing collective consciousness on the issues in the beginning of the SSI class, providing independent time and space for reflecting on their personal values and opinions with scientific evidence, and formulating an atmosphere where they freely exchanged opinions and feedback for constructing better collective ideas.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.841-856
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• 2015

This study sought to explore longitudinal changes in Korean fourth graders' career aspirations in science. The sample included those who had high interest, but low career aspirations in science, and the analysis focused on the concept of science identity. To achieve this study's objectives, we selected 14 participants and then conducted two in-depth interviews with them. Compared with the first interviews (4th grade), changes were observed in eight students' career aspirations in science in the second round (5th grade). While six students maintained "negative" career aspiration, six revealed "medium" and two revealed "positive" career aspiration in science. To explore the relationship between science identities and career aspirations in science, three students were selected from the sample for further study. According to the results, the aspects of science identity that students valued regarding potential careers varied individually. Depending on these aspects, each student showed different patterns in the interactions between different aspects of science identity, and between aspects of science identity and science-related career aspirations. Over time, participants' experiences and interactions with people around them produced changes in their science identity, which led to changes in their career aspirations resulting from the interactions between aspects of their science identity. Their career aspirations in science were also significantly influenced by each participant's perceptions of relationships with peers (i.e., recognition by peers and of peers) and of science-related careers. Therefore, the results suggest that students need to be provided with appropriate learning environments and guidance relating to science careers.