• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.586-593
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• 2019

The purpose of this study is to investigate the perception of fire safety education in middle and high school teachers. The results of this study provide basic data necessary for future school safety education. The research was carried out using a questionnaire given to 317 school teachers. The frequency of the questionnaire was calculated from frequency analysis using SPSS version 19.0. A chi-square test was conducted to verify the analyzed questionnaire data. Cronbach's alpha for fire safety awareness in the respondents is 0.845, which is very reliable. According to the results of the survey, fire safety education currently conducted in schools is aimed at having a safe lifestyle and respect for life. The training is conducted once every six months, on average, and training time is 30 to 45 minutes. Fire safety education in schools is conducted in the form of experience-oriented education in cooperation with fire-related organizations following the plan of the school. Educational texts are used and utilized through the Internet and in related publications. Under the present circumstances, it is necessary to secure sufficient space to run an experience-related education program and to actively participate in the students' fire safety education at the school.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.5-33
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• 2017

The purpose of this study is to analyze leading teachers' opinions on key competencies and subject competencies presented in the 2015 revised national curriculum and to draw implications for competency-based curriculum development and implementation. The research findings show that leading teachers are generally positive about the introduction of key competencies, subject competencies setting and its feasibility and recognize that the key competencies are highly related to the subject competencies of each subject. However, it is judged that the key competencies and subject competencies are not embodied well in every aspect of the curriculum documents. They also recognize that in the practice of competency education, supporting the development of teachers' ability to conduct student-centered classes in a culture that enables voluntary research efforts of the teacher community can be the biggest issue rather than external support such as development of competency-centered textbooks or consulting and supervision. Finally, we propose the need for support and policy that enable voluntary efforts for interdisciplinary cooperation and strengthening teacher capacity rather than developing competency-centered textbooks; specification of competency education in educational content, pedagogical methods and assessment; reconsideration of subject competencies setting; maintaining the relationship between key competency and items that guide educational goals.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.442-458
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• 2004

This study was conducted to develop a plan for a large-scale implementation of the Girl Friendly Science Program based on the results of analysis and investigation of its current pilot implementation, Girl Friendly Science Program materials, which was first developed in 1999 with the support from Ministry of Gender Equality, consist of 1) five theme-based units that are specifically targeted individual students' unique ability, aptitude, and career choice, and 2) differentiated learning materials for 7th through 10th grade female students. All the materials are available at the homepage (http://tes.or.kr/gfsp.cgi) of 'Teachers for Exciting Science(the organization of science teachers in Seoul area)'. Since the materials are well organized by topic and grade level and presented in both Korean word process document and html format, anyone can easily access to the materials for their own instructional use. Ever since its launch the number of visitors to the homepage has been constantly increasing. The evaluation results of the current pilot implementation of the materials that targeted individual students' ability and aptitude showed that it scored high in terms of its alignment to the original purpose, content, level, and effectiveness to implement in classrooms. However, its evaluation scores were low in terms of the convenience for teachers to guide the materials, and its organization and operation. The results also showed a significant change in students' perception of science, and students' positive experiences of science through various interdisciplinary activities. On the other hand, the evaluation of students' experiences with the materials showed that students' assessment about an activity was largely depending on a success or failure of their experiences. Overall, students' evaluation of activities scores were low for simple activities such as cutting off or pasting papers. According to students' achievement test results, differences between pre and post test scores in the Affective Domain was statistically significant (p<0.05), but not in Inquiry Domain. Based on teachers observations, numerous schools where have run this program reported that students' abilities to cooperate, discuss, observe and reason with evidences were improved. In order to implement this program in a larger scale, it is critical to have a strong support of teachers and induce them to change their teaching strategy through building a community of teachers and developing ongoing teacher professional development programs. Finally, there still remain strong needs to develop more programs, and actively discover and train more domestic woman scientists and engineers and collaborate with them to develop more educational materials for girls in all ages.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.513-527
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• 2011

There have been studies about conceptual ecology making a profound study of conceptual changes in learners' cognitive structure. Because learners' cognitive structure have been compared to ecology, it is natural to think that conception in learner's cognitive structure have a niche as species in ecology have niches. Therefore, it is necessary to study niche approach about conception that learners recognize in their cognitive structure. The purposes of this study were to identify relationships among conceptions that 5th grade elementary school students recognize about photosynthesis and to identify how these relationships among conceptions about photosynthesis change before and after a class of photosynthesis in curriculum in terms of an approach of ecological niche which are composed of 3 domains - diversity of conceptions, relevance and frequency rate of conceptions, and competition among conceptions. Open ended questionnaire was developed by 4 fields: photosynthetic place, photosynthetic products, photosynthetic materials needed and environment factors of photosynthesis. The subjects sampled in this study were 310 5th grade elementary students in 5 cites. Before and after classes in photosynthesis in science curriculum, students were asked to write down conceptions that they knew about the 4 fields of photosynthesis of questionnaire and to write down scales of relevance from 1 to 30 about how they think the conceptions are related to the field of photosynthesis. The results of this study showed the following: First, most students have had a variety of conceptions and commonly recognized 'light' and 'water' as concepts in photosynthesis. Second, students still recognized their preconceptions like 'soil' and 'root,' etc. that were far from scientific conceptions of photosynthesis although they took classes in photosynthesis. Third, students needed to take the various strategies of teachers because they did not recognized scientific conceptions appropriately about photosynthetic fields. Fourth, it appeared that photosynthetic conceptions recognized by students had status in terms of relevance and frequency rate of conceptions, and competition among conceptions, and that they looked like the niche of conceptions in their conceptual ecologies.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.13-35
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• 2023

Ocean currents play the most important role in causing and controlling global climate change. The water depth of the Yellow Sea is very shallow compared to the East Sea, and the circulation and currents of seawater are quite complicated owing to the influence of various wind fields, ocean currents, and river discharge with low-salinity seawater. The Yellow Sea Warm Current (YSWC) is one of the most representative currents of the Yellow Sea in winter and is closely related to the weather of the southwest coast of the Korean Peninsula, so it needs to be treated as important in secondary-school textbooks. Based on the 2015 revised national educational curriculum, secondary-school science and earth science textbooks were analyzed for content related to the YSWC. In addition, a questionnaire survey of secondary-school science teachers was conducted to investigate their perceptions of the temporal variability of ocean currents. Most teachers appeared to have the incorrect knowledge that the YSWC moves north all year round to the west coast of the Korean Peninsula and is strong in the summer like a general warm current. The YSWC does not have strong seasonal variability in current strength, unlike the North Korean Cold Current (NKCC), but does not exist all year round and appears only in winter. These errors in teachers' subject knowledge had a background similar to why they had a misconception that the NKCC was strong in winter. Therefore, errors in textbook contents on the YSWC were analyzed and presented. In addition, to develop students' and teachers' data literacy, class materials on the YSWC that can be used in inquiry activities were developed. A graphical user interface (GUI) program that can visualize the sea surface temperature of the Yellow Sea was introduced, and a program displaying the spatial distribution of water temperature and salinity was developed using World Ocean Atlas (WOA) 2018 oceanic in-situ measurements of water temperature and salinity data and ocean numerical model reanalysis field data. This data visualization materials using oceanic data is expected to improve teachers' misunderstandings and serve as an opportunity to cultivate both students and teachers' ocean and data literacy.

• Korean Journal of Culture and Social Issue
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• v.12 no.1
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• pp.161-195
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• 2006

The purpose of this study is to examine factors influencing quality of life for individuals in the family, school or workplace, leisure settings, and Korean society using the indigenous psychological analysis. A total of 3,406 participants, consisting of 1,331 elementary, middle, high school students and 2,075 parents and teacher, completed an open-ended questionnaire developed by Kim and Park (2004b). The respondents reported the factors that influence quality of life in Korean society as follows: Economic condition, collective effort, leisure and cultural life, harmonious interpersonal relationships, effective government policy, and educational attainment. The factors that reduce quality of life in Korean society are as follows: Economic uncertainty, political instability, lack of citizenry, ingroup favoritism, corruption, lack of facilities for leisure and social life, and overemphasis on educational achievement. Second, the factors that influence quality of life in the family are as follows: Harmonious family relations and financial security. For students relationship with friends and academic achievement are reported as important factors influencing quality of life at school. For adults, harmonious interpersonal relationship, financial factors and occupational achievement are reported as important factors influencing quality of life at the workplace. For leisure and social leisure life, financial security, leisure time and interpersonal relationships are reported as important factors influencing quality of life. Third, as for generational differences, students reported political instability and adults reported economic uncertainty as the most important factor reducing quality of life in Korean society. For family life, students reported conflicts among family members and adults reported financial constraints as the most important factor reducing quality of life. For leisure and social life, students reported lack of leisure time and adults reported financial constraints as the most important factor reducing quality of life. Fourth, for students the following characteristics were associated with higher quality of life: Higher socio-economic status of the family, younger, and higher academic achievement. For adults, the following characteristics were associated with higher quality of life: Higher socio-economic status of the family and greater achievement their social life. Implications of these results on the quality of life in Korea, focusing on human relationship, financial factors, self-regulation and educational achievement are discussed.

• 대한공업교육학회지
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• v.40 no.1
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• pp.163-179
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• 2015

Sustainable development brings many potential advantages to the society and environment. As such, many educational communities have concentrated on incorporating this concept into their educational programs for the K-12 classrooms. The K-12 technology educators have also exerted efforts to infuse the sustainable development concept into the K-12 national-curriculum level. The purpose of this study was to investigate the high school students' attitudes towards sustainable development. The study participants were 1,073 high school students from six high schools in Gyeonggi province. A self-reported instrument was used to obtain the students' demographic information and to come up with an attitudinal scale towards sustainable development. This study employed statistical ways of exploring the attitudinal level of the South Korean high school students and of describing the subcategories of the sustainable development. The findings described the high school students' attitudes towards sustainable development with regard to three components: (1) cognition of sustainable development; (2) practices in pursuit of sustainable development; and (3) perception of the education for sustainable development. The exploratory factor analysis supported three perspectives of the students' attitudes towards sustainable development. Also, the qualitative data collected and analyzed from the students' responses to the open-ended question posed to them indicated two domains of the students' cognition of and practices in pursuit of sustainable development. These findings were made on the bases of several recommendations regarding the research on and implementation of Education for Sustainable Development(ESD).

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1031-1038
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• 2015

The list of words and the semantic structure that connects them have been important to the areas of psychology, psychoanalysis, linguistics, and education. Some researchers in constructivist perspectives of science education also have interests in the structure of science concepts expressed by science terminologies. The purpose of this paper was to investigate the test environment factors influencing the word association test as a method to identify students' semantic structures for science terminologies. We set up four variables that are possibly considered in recognizing a word as having scientific meaning. The four variables include: noticing whether stimulus words are science terminologies or not, presenting science terminologies and everyday words alternately, whether presider is science teacher or not, and whether students have learned the concepts or not. In comparing the test results of the experimental group and the control group, we have checked whether each variable influences the test result or not. Stimulus words included nine science terminologies containing both ordinary and scientific meanings, and subjects included 282 middle school students. The degree of recognizing science terminology as having scientific meaning was found to increase only when stimulus words were noticed as science terminologies. In the case of the remaining variables, there was no difference between the control group and the experimental group.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.101-127
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• 2021

The purpose of this study is to design and develop a teaching-learning process plan for process-based assessment, focusing on the unit related to life design in middle school home economics(HE: Home Economics part of 「Technology and Home Economics」), to propose a feedback plan after implementing it, and to evaluate the plan through participatory observation and interviews. The student reflection journals, teacher's class journals, participatory observation journals, interviews, and performance tasks, were collected and analyzed to provide foundational date to be utilized for feedback to students, and class improvement. The research results are as follows: First, the developed teaching-learning process plan consists of a total of 8 sessions, i.e. 2 sessions for each of the four learning themes, under the practical question of "What should I do to live the life I want?" The portfolio was composed of five evaluation topics and for evaluation, oral presentation, observational evaluation, self-assessment, and peer evaluation were considered. Second, during the class, feedback from teachers, feedback from fellow students, feedback through results, and a plan to record them were provided. Third, from the analysis of collected data including observation journals and interviews, it was apparent that the students recognized the necessity of process-based assessment after the class, and students acknowledged that through the process-based evaluation in which they are evaluated on the efforts they made and provided with feedbacks, they participated more in class, and it lead them to experience a sense of growth and a feeling that they took a step forward into their future. Teachers suggested that the class through feedback was suitable for the unit and the capacity of the class, but the difficulty they experienced in giving feedback was presented as a disadvantage. For the process-based assessment, follow-up research is needed on various ways to provide feedback on-line and off-line through changes in the perception of assessment.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.629-655
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• 2014

This study aims to explore the characteristics of environmental catalysts which have affected the development of music giftedness of the disadvantaged students. For this purpose, this study deals with nineteen disadvantaged gifted in music and examines their self-evaluation test, personal statement, and interview. Based on Gagn$\acute{e}$'s environmental catalysts of differentiated model of giftedness and talent(DMGT), the analysis of the interviews conveys the milieu of the disadvantaged gifted hardly exerts positive influences on their musical activities and studies. While concerning music and supporting their children financially and emotionally, parents unintentionally tend to exert negative influences on their children for their misapprehension of giftedness and incompetent advice. On the whole, the disadvantaged gifted hardly admit their teachers as experts in music. In relation to provisions, most students participate in extra school and local program and none of them participates in music gifted program. They are not satisfied with the quality in education. Despite the importance of the events such as crystallizing experience, award-winning, and performance, most students don't have enough events for inspiring their giftedness. As a conclusion, this study gives a proposition for a strategy to improve the environmental catalysts for the disadvantaged gifted in many different ways: the improvement of social recognition, the enhancement of parent consulting and teachers training programs, and the development and diffusions of more qualified gifted programs and so on.