• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.538-551
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• 2013

Korea is reported as one of the highest performing OECD countries in PISA 2009 science achievement, ranking $4^{th}{\sim}7^{th}$ among 65 participating countries. However, the top level 6 percentage came only at 1.1% and ranks $18^{th}$ among paticipating countries. Such dissatisfying results call for attention to seek effective teaching and learning strategies for top level students in Korea. This study aims to investigate the effect of reading motivational and behavioral factors on PISA 2009 science achievement for the population who scored high compared to populations scoring middle and low. For this purpose, PISA 2009 science achievement as well as students questionnaire data were utilized. Variables of reading motivational and behavioral factors were selected and structural equation modeling was employed to examine a hypothetical cause-effect relationship between reading factors and science achievement. It was found that there is a cause-effect relationship between reading factors and science achievement for the whole population. For those in the top 16% of students in PISA 2009 science achievement, reading behaviors on text-memorization have had little or no effects, while reading motivational and other behavioral factors showed a significant influence. In contrast, the middle 68% and low 16% populations have had significant effects for text-memorization on science achievement.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.103-114
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• 2007

The purpose of this study is to satisfy students in adolescent trends of school uniforms and to provide them with useful material with matching current fashions by analyzing the attitude of students toward uniform transformation in female highschool students and investigating factors influencing on behaviors of uniform transformation. The subjects of this study are 30 students in Daegu with the basic ways of investigating such as depth interview and survey. The results are as follows; First, students agree to wearing school uniforms. As the main reason for wearing school uniforms, students put emphasis on peer pressure. It is also analyzed that the figure of students' body have some influence on the attitude of students toward wearing uniform while students' appearance have no influence on the attitude of students toward wearing uniform. Second, students showed high satisfaction in school uniforms. While students are satisfied with design and color of school uniform, they are not satisfied with practicality, economic efficiency and the quality of textile. Third, the study shows most students have experience of uniform transformation as a result of depth interview about actual condition of uniform transformation. Whereas students usually wear the jacket with its width and length shortened, they tend to lengthen skirt and unstitch pleat of skirt. Fourth, there are many reasons for uniform transformation as a result of depth interview with students. Transformation for satisfying aesthetic desire tops the list, followed by transformation for matching, transformation for peer pressure. As shown by the results above, every school needs to make various efforts to satisfy students, teachers and parents by considering and using students' opinion in order to choose the better school uniforms. In addition, the study related to school uniform transformation need to have more various investigating ways to acquire more authentic results such as expanding the subjects to not only students but also teachers and parents and in-depth comparison between subjects.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1124-1138
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• 2012

This study investigates Korean middle school students' perceptions as global citizens (i.e. ecological worldview, social and moral compassion, and socioscientific accountability) of Socioscientific Issues (SSI). We developed questionnaires that consisted of 20 Likert-type items to gauge their preceptions of the three different SSI contexts (i.e. nuclear power generation, bio-technology, climate change), and administered them to 225 9th grade students in Seoul. The results revealed that participants showed relatively high scores for ecological worldview but scored low on social and moral compassion across the SSI contexts. In addition, participants presented much higher scores for ecological worldview and socioscientific accountability regarding the issues of climate change. The participant responses indicated that they perceived more inter-connectedness with the environment and felt the responsibility of promoting sustainable development more to prevent further devastation in the context of climate change compared to nuclear power generation or biotechnology.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.681-692
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• 2010

The purpose of this study is to analyze the teaching-learning effect of using self-regulated learning strategy on experimental classes for the 'kinetics' unit of 10th grade science textbook. Six classes were chosen and classified into two groups: the first group, the control group, was taught with the regular laboratory activity and the other group, the experimental group, was taught with the teaching-learning method using self-regulated learning program. After the laboratory activity for the unit using self-regulated learning program, the mean values of the scientific inquiry, scientific attitudes, and performance assessment of the experimental group were larger than those of the control group. There were significant differences between the two groups in the post-test. With the results of the post-test for the experimental group, the self-regulated learning program has significant relationships on scientific inquiry, scientific attitudes, and scientific achievements.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.27-39
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• 2019

The purpose of this study is to develop a STEAM program for teaching climate change through CLAMP (Climate-Leaf Analysis Multivariate Program) paleoclimate inquiry in connection with high school 'Integrated Science' subject. In order to do so, we analyzed the 2015 revised national curriculum and science textbook in terms of the PDIE instructional design model, and developed the teaching-learning materials for 10 class hours through expert panel discussion and pilot test. According to the STEAM class procedure, in the situation presentation stage, the fossil leaves were collected from the dicotyledon plants near school, and the LMA (Leaf Margin Analysis) climate inquiry activity. was presented as the learning goal. During the creative design stage, students were taught about geology and leaf fossils in the study region, and CLAMP input data (31 characteristics of morphotype and leaf architectural of fossil leaves) were given. In the emotional experience and new challenge stage, we collected leaf fossils for outdoor learning, explored paleoclimate with CLAMP method, and promoted climatic literacy in the process of discussing tendencies and causes of Cenozoic's climate change. The validity of the development program was assessed (CVI .84) as being suitable for development purpose in all items through the process of establishing reliability among expert panel. In order to apply the program to the high school, a pilot test was conducted to supplement the discrepancies and to review the suitability. The satisfaction rate of the participants was 4.48, and the program was complemented with their opinions. This study will enable high school students to have practical knowledge and reacting volition for climate change, and contribute to fostering students' climate literacy.

• 대한공업교육학회지
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• v.44 no.1
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• pp.190-208
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• 2019

This study was carried out to evaluate the job implementation of in-service training on career education & guidance teacher's career education in the National Education Training Institute. To accomplish this purpose, pre-survey & pre-survey, sucess case method, and return on expectation were investigated after 3 months completing in-service teacher training. The populations of this study were conducted for 136 career education & guidance teachers who completed in-service teacher training at the National Education Training Institute in July, 2018, and it was conducted by survey research and qualitative content analysis of job implementation. Among the 136 trainees who completed the training, 75 responded to the job implementation survey and 4 people participated in the successful case technique. As a result, the average value of job implementation was 4.17 out of 5 points, which was relatively high. The success case technique was analyzed by interviewing success cases and failure cases. Behavior change according to job implementation was the biggest role of Planner, followed by role of Instructor, role of Career educator, role of Learner. In addition, the case analysis provided the opinions of the interviewers in terms of motivation, competence, and environment for job implementation. In terms of the return on expectation, 85.3% of the respondents were positive, and the net promoter score was .85, indicating that the participants were satisfied with their willingness to participate in the training again. Based on the results of this study, we suggest that it will be required to study about new training methods and extra factor analysis.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.2
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• pp.5-27
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• 2019

The purpose of this study is to analyze the media of middle school social studies 1 textbooks with the information processing model and to suggest educational information services of teacher librarians under a collaborative Instruction. For this purpose, 1,089 inquiry tasks embedded in 8 types of textbooks for middle school social studies developed under the 2015 revised curriculum were analyzed. The media as an input element was analyzed by the type and the characteristic as a processing element was analyzed by the cognitive behavior types. And the aspect of the output factor of the media utilized the multiple intelligences. As a result of the analysis, the media in the inquiry task solving process mainly consisted of visual media based on photographs and illustrations and general reading materials. The processing method of media is understanding through analysis and inference through structuring. And the output utilized speaking and writing of the language intelligence. Based on the results, it is shown that educational information services that teacher librarians could provide for inquiry activities are composed of developing curriculum map, teaching inquiry processing and skills, and designing work sheets with graphic organizer and multiple intelligences under the information processing steps.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.223-233
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• 2021

This study is was conducted for 37 first-year students (including 27 males and 10 females) enrolled in the engineering product design class opened as a regular class in the second semester of 2018 at 'A' University in Seoul to examine creative problem solving experiences in class using design_thinking. In this study, creative problem-solving ability was divided into creative personality and problem-solving ability and in the results of examining the difference in pre- and post-creative problem solving abilities through Hotelling's T-square test and t-test, among the creative personality, the tolerance & passion, humor, curiosity, and progressive attitude were found to significantly increase after class. Next, in the results of examining the process of creative problem solving through the reflection journal, in the empathy and prototyping and testing stages of design thinking, more activities for problem solving appeared, and at the stage of problem definition and idea generation, it can be seen that more activities expressing creative personality appear. The results of this study show that creative problem-solving abilities can be improved through design thinking, suggesting that instructional support for effective design thinking should be designed.

• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.681-692
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• 2020

This study analyzed a textbook published for Korean culture education in a trend of communicative teaching methods, and suggested the ways for the integrated diversity of culture education with expression activities. This study set up the final goal of strengthening 'cultural competence' which is the next stage of 'cultural awareness' and 'cultural literacy' in the goal hierarchy for culture education, and analyzed not only the theme distribution but the patterns of expression activities in the textbook. It assumed that one of the most effective ways to achieve the goal is the convergence with expression activities in order to strengthen 'cultural competence' which aims to the creative culture production as well as the simple comparison between learners' mother culture and the target culture. This textbook is characterized by abundant visual materials, focus on the behavior culture and the information culture rather than the achieved culture. and media reading materials in diverse levels for utilization possibly in any proficiency levels. Also, it found out by analyzing the patterns of expression activities that the question forms inducing learners' speech and writing are restricted to a few patterns. Lastly, this study proposed the ways to achieve the goal "cultural competence" as follows: diversity of question forms, extension of expression activities and creative application in integrating the related activities.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.129-152
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• 2022

The purpose of this study was to develop a sustainable dietary education program for middle school home economics subject using a teaching strategy to improve the empowerment of adolescents and to verify and evaluate the effectiveness of the program. To achieve the purpose of this study, the program was developed and evaluated according to the ADDIE teaching design model. The contents related to the dietary area were extracted from the technical & home economics curriculum of the 2015 revised middle school and SDGs, and their relevance was analyzed to select the contents of dietary education. The program developed based on the analysis results is 'dietary life together' and consists of five learning topics: 'living together in the global village', 'maintaining healthy diet', 'creating a dietary culture together', 'living with nature and people', and 'maintaining a safe diet'. As a strategy for improving empowerment, we presented four situations, each of which represents value judgment, prediction of results, responsible behavior choice, and decision making. The developed program was reviewed by experts and applied to 17 unit classes for 17 weeks (1 unit hour per week) to the third graders of middle schools in Gyeonggi-do. Significant differences were found between before and after the class measurements of the personal empowerment and the political and social empowerment, which shows the classes were effective in improving empowerment. However, since there was no significant difference in interpersonal empowerment before and after the program, suggestions were made to utilize strategies to facilitate discussion and cooperative learning when implementing the program. The students who participated in the class evaluated the program positively as a whole. The program was evaluated to have helped the students believe they could change society through solving dietary problems.