• Journal of Science Education
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• 제34권2호
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• pp.291-305
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• 2010

The aim of this study was to survey the perceptions of the elementary school teachers on the smallscale chemistry(SSC) following its training session. The teachers participating in the survey were 266 teachers in the Gyeongnam province. They were given a questionnaire that focused on the nine areas of the SSC: Needs for the teacher training and its application, its benefits, issues of safety and danger as well as treatment of environmental pollution, its economic efficiency and the development of investigative skills. The designed questionnaire was checked by an authority, and the responses to each question were tallied and analyzed. The results are as follows. The biggest problems of the traditional experimental methods as rated by the teachers were, in the order of importance, the preparation time, the legal liability of teachers for the safety and accidents, financial issues, disposal of the experimental wastes and the lack of relevant data. Since most of the teachers had not experienced the SSC lab programs in the field, they responded positively to the questions of need for its introduction and training. The implementation of the experimental SSC lab programs should proceed in the following order: introduction into the textbook, teacher training program, after-school education and the invitation of instructors. The most useful materials for the SSC program were CDs, videos, books and various printed materials, in that order. The responses regarding benefits of the SSC program included its simplicity, convenience, time savings, diversity, qualitative and quantitative aspects, integration into the regular class and use of toys. In particular, the teachers mentioned the increased safety due to the small amount of experimental reagents needed and the durability of plastic instruments. The familarity from the use of everyday tools as well as easy access to and the low-cost of the instruments were other important benefits. The teachers in general rated the educational content of the program highly, but many also found it to be average. Some pointed out the lack of sufficient discussion due to the individual or pair groupings as a potential shortcoming. The potential for development of problem solving ability and improvement of skills was rated positively. The number of teacher who rated the development of creativity positively was just over the half. As for the area of improving investigative skills, many found its assessment difficult and confusing because of the lack of its systemic definition and categorization. Based on the findings of this study, I would like to recommend the application and a wider dissemination of the small-scale chemistry lab program into the elementary school science curriculum.

• The Korean Journal of Elementary Counseling
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• 제9권2호
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• pp.175-193
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• 2010

The aim of this study is to examine effects of a yoga program for children on school stress of the elementary school children. To achieve this goal, total 10 students out of 231 in 6 classes among the third graders in M elementary school in B city were selected as subjects for this study. After regular school hours, they participated in a children's yoga program for 16 times for 45 minutes per session in the course of 8 weeks. An ethnographic interview was conducted to identify the effects of the program. During the initial stage of the children's yoga program, the participants were interviewed preliminarily. An analysis of areas and an analysis of classifications were made based on the initial interview results, and an area classification table was drawn on the school stress perceived by the elementary school children. After the yoga program ended, a follow up interview was made to apply an analysis of components by comparing changes in the school stress level due to a yoga effect. A research report was written through a cycle of addition and supplement in which the previous data analysis was complemented and corrected by new findings of the study. As a result of the ethnographic interview to analyze the school stress perceived by the elementary school children, and an examination of the changes in the school stress level, the children's yoga program proved to be significantly effective in reducing the school stress. However there were limitations to a certain degree in stress reduction. Details of such findings in each sub-category are as follow. First, as a result of the initial interview analysis, the school stress was classified broadly into 4 categories of study stress, friendship stress, teacher stress, and school environment stress. Second, the study stress as the first category of the school stress was classified into 3 sub-categories of homework, class, and exam stresses. In spite of minor differences among 3 sub-categories, the stress was reduced in general. Third, the friendship stress as the second category of the school stress was also classified into 3 sub-categories of bullying, alienation, and performing one's duty. There were minor differences among sub-categories, however stress reduction also appeared with the exception of the performing one's duty category which had relatively little effect from the yoga program. Fourth, regarding the teacher stress as the third school stress, a classification was made into 3 sub-categories of preference, penalty, and teaching method. Minor differences among the 3 sub-categories notwithstanding, stress reduction appeared with the exception of the teaching method stress which had relatively little effect from the yoga program. Fifth, the school environment stress as the fourth category of the school stress was classified into 2 sub-categories of school meals and facilities. Minor differences between the 2 categories notwithstanding, stress reduction appeared with the facilities stress having relatively little effect.

• Journal of Korean Home Economics Education Association
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• 제25권1호
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• pp.95-118
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• 2013

The purpose of this study was to analyze the contents of housing related to characters, objectives, and contents of FCS curricular from the 1st to 2009 revised curriculum of secondary school. The data were downloaded from the NCIC homepage(http://www.ncic.re.kr/2012. 04. 08) from the 1st(1955. 08) to 2009 revised curriculum(2012. 03) of secondary school. After examining the characters and objectives of each curriculum, contents of housing was analyzed by units and context elements of middle and high school separately. The titles of the subject, the objectives, the instructions, the leaning spheres, weekly hours, grade and gender of candidates, the emphasis of the instruction, etc. have been changed through the curriculum revision. The 6th curriculum was the main period to open to both genders, the $7^{th}$ was the period to combine with technology, the 2007 version was to change the structure of contents of home economics, and the 2009 version switched technology home economics from mandatory to optional in high school. The character of the courses was presented at the 1st curriculum, but it was left out from the $2^{nd}$ to $5^{th}$ curriculum. From the $6^{th}$ curriculum, the characters were separately given to middle and high school. The character of housing area started to appear only in high school home economics from the $7^{th}$ curriculum. The course objectives were described in all curriculum of both middle and high school. This applies to housing area as well. The course objectives have been modified in order to reflect value changes due to social issues. During each curriculum, contents of housing continued to change in context, course load, and candidates. Reflection of housing trends and social needs were the main causes of the change. 2009 version emphasizes on eco-life and sense of community.

• Journal of Korean Home Economics Education Association
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• 제24권2호
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).

• Journal of the Korean Society of Food Science and Nutrition
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• 제40권9호
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• pp.1244-1255
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• 2011

The purpose of this study was to compare the perception of meals and nutrition knowledge among high school students in Seoul. A survey was carried out on 548 male/female students in general and vocational high schools. The general high school students showed higher frequency of breakfast than the vocational high school students (p<0.001). As for the reasons for eating alone, the general high school students showed high frequency of 'busy', whereas the vocational high school students revealed high frequency of 'irregular meal times' (p<0.001). Concerning the habit of eating alone, 'irregular meal times (25.0%)', 'unbalanced diet (22.4%)', and 'instant food (16.6%)' were observed in that order (p<0.01). The percentage of high school students who regarded family meals as meals eaten with every member of their family was 70.6% (p<0.05). The percentage of general high school students who ate family meals was 61.8% and that of vocational high school students was 50.0% (p<0.01). When agreement with attitudes, environment, and participation in family meals was evaluated using a Likert scale (strongly agree 5 points, strongly disagree 1 point), the general high school students showed a higher level of agreement than the vocational high school students, and the results showed a significantly higher level of agreement as the frequency of family meals increased. Likewise, the groups who scored a higher level of nutrition knowledge had positive attitudes, environment, and participation in family meals with significant differences.

• Journal of Korean Home Economics Education Association
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• 제18권3호
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• pp.1-22
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• 2006

The purpose of this study is that I should look for a desirous directions about home economics by studying the requirements and perception of the high school parents who have finished the course of home economics. It was about 600 parents whom I have searched Seoul-Pusan, Ganwon. Ghynggi province, Choongcheong-Gyungsang province, Cheonla and Jeju province of 600, I chose only 560 as apparently suitable research. The questions include 61 requirements about home economics and one which we never fail to keep among the contents, whenever possible and one about the perception of home economics aims 11 about the perception of home economics courses and management. The collections were analyzed frequency, percent, mean. standard deviation t-test by using SAS program. The followings is the summary result of studying of it. 1. All the boys and girls learning together about the Idea of healthy lives and desirous human formulation and knowledge together are higher. 2. Among the teaching purposes of home economics, the item of the scientific principle and knowledge for improvements of home life shows 15.7% below average value. 3. The recognition degree about the quality of home economics is highly related with the real life, and about the system. we recognize lacking in periods and contents of home economics field and about guiding content, accomplishment and application qualities are higher regardless of sex. 4. The important term which we should emphasize in the subject of home economics is family part. 5. Among the needs of home economic requirement in freshman, in the middle unit, their growth and development are higher than anything else, representing 4.11, and by contrast the basic principle and actuality is 3.70, which is lowest among them. 6. In the case of second grade requirement of home economics content for parents in the middle unit young man and consuming life is 4.09 highest. 7. In the case of 3rd grade requirement of economics contents in the middle unit the choice of coming direction and job ethics is highest 4.16, and preparing meals and evaluation is lowest 3.50.

• Journal of dental hygiene science
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• 제12권4호
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• pp.375-382
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• 2012

This research will target the Dental Hygienics students to identify the level and type of the $2{\times}2$ achievement target orientation, and will study how this achievement target orientation is related to the Self-Regulated Learning, as well as the effect on the each sub elements of the Self-Regulated Learning (SRL). Among the $2{\times}2$ achievement target orientation of all the female university students, the skillful approach was found to be highest. In case of the adjustment of the motivation following grade, intrinsic value of the 1st grader was higher than the intrinsic value of the 2nd and 3rd graders. As for the behavior adjustment, the 3rd grader's time and studying adjustment were found to be higher. Mean while, pursuit of the cooperation was found to be high compared to the time and studying adjustment of the1st and 2nd graders. Second, intrinsic value, overt goal orientation, and studying environment adjustment among the SRL's subelements, manifested significant correlation with all the sub elements of the $2{\times}2$ achievement target orientation. As for the elements that affected cognition adjustment, grade and skillful approach were found to exert significant effect on the performance adjustment. As for the element that affects behavior adjustment, grade and skillful approach exerted significant effect on the sub elements of the behavior adjustment. Analysis on the effect of the achievement target orientation and SRL implies that the direction of the students' learning goal can be modified and that they can learn effectively by using the SRL appropriately. When the two elements are factored in carefully, the key findings could serve as a base data that can motivate the students, inducing effective learning process.

• Journal of The Korean Association For Science Education
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• 제34권5호
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• pp.437-447
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• 2014

Learning progressions (LP), which describe how students may develop more sophisticated understanding over a defined period of time, can inform the design of instructional materials and assessment by providing a coherent, systematic measure of what can be regarded as "level appropriate." We developed LPs for the nature of matter for grades K-16. In order to empirically test Korean students, we revised one of the constructs and associated assessment items based on Korean National Science Standards. The assessment was administered to 124 Korean secondary students to measure their knowledge and submicroscopic representations, and to assign them to a level of learning progression for the particle nature of matter. We characterized the level of students' understanding and models of the particle nature of matter, and described how students interpret various representations of atoms and molecules to explain scientific phenomena. The results revealed that students have difficulties in understanding the relationship between the macroscopic and molecular levels of phenomena, even in high school science. Their difficulties may be attributed to a limited understanding of scientific modeling, a lack of understanding of the models used to represent the particle nature of matter, or limited understanding of the structure of matter. This work will inform assessment and curriculum materials development related to the fundamental relationship between macroscopic, observed phenomena and the behavior of atoms and molecules, and can be used to create individualized learning environments. In addition, the results contribute to scientific research literature on learning progressions on the nature of matter.

• Journal of Korean Home Economics Education Association
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• 제19권1호
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• pp.47-64
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• 2007

The purpose of this study was to develop, apply and evaluate the teaching learning plan for disabled experimental activity to evaluate the accessibility of middle school experimental facilities. Three main resources such as 2 hours teaching learning plan for disabled activity, recording sheets and evaluation sheets had been developed. The process plan had been applied 214 senior students in 7 middle schools purposely selected by areas, constructed years, number of stories of school during November to December, 2005. General accessible levels of middle school facilities was somewhat inadequate especially exterior slops, toilets, bowls were the most unaccessible ones. Most of all students had accidents and/or injuries in school environments from minor to major ones. Male Students were more likely than female Students to get injuries. Students experience of accidents and injuries and awareness of inconvenience, danger, needed facilities supported. the result of the accessibility levels evaluated by disabled activities. Students were generally satisfied with and positive to the teaching learning process plan developed and applied in this study. Students had improved critical Perspectives as well as awareness of inaccessible chances in the school facilities through the experimental process. The evaluation as differed by school characteristics and students' interests in disability.

• Journal of Science Education
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• 제37권3호
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• pp.434-445
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• 2013

The purpose of this study is to aid the teaching strategy for the teacher by investigating the preconception of the earthquake for 4th grade students in elementary school before learn the curriculum. For this, 31 grade students who lived in Seongnam in Gyeonggi province were interviewed with the questionnaire. The following is the findings. On the definition of an earthquake, 64.9% of the students had scientific conception. On the question of 'what happens on the ground when there is an earthquake', 59.2% of the students responded shaking or cracking of the earth, ground, things or building. On the question of 'what a person should do when there is an earthquake', most of the students responded by more than two answers. In contrast, on the causes of an earthquake, there were the largest percentage (35.3%) students who answered they didn't know. Except for one student, there were no students had talked about scientific conception. On the question of 'what happens below when there is an earthquake', 26.3% of the students responded they didn't know. On the place where an earthquake occurs rather frequently, 22.2% of the students mentioned an island. On the reason, 39.9% of the students responded they didn't know and there were no students with scientific answers. This study showed 4th grade students had scientific conception on the definition of an earthquake, and they had many experience interaction with external environment on 'what happens on the ground when there is an earthquake', 'the place where an earthquake occur rather frequently'. However the students had relatively small experience on the causes of an earthquake, on 'what happens below the ground when there is an earthquake', and earthquake-prone areas. Based on this study, additional research must be conducted on science in which the students' preconceptions is investigated to connect back to curriculum development. In addition, consideration must be given on how to integrate the thinking processes of students during the curriculum development process.