• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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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 the Korean earth science society
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• v.34 no.4
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• pp.356-367
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• 2013

We study on the concept and reason of seasonal change that 164 university students have. Subsequently the concept types on the seasonal change are classified according to the characteristics and conceptual change after teaching on astronomy. All of the students were simply checked by the questionnaire of multiple choice and essay method before learning on the subjects. And then they answered to questionnaires of similar type after one semester. By the analyzed results, we classify it to three steps of hierarchical concept structure. The first step is the cosmic perspective that is related to the Earth's condition and motion. The second step is the influence of the Earth that is directly affected by the first step. The third step is observer's perspective on the Earth depending on the second step. Among the answers, the first step is prominent and second step is rare. The answers on the reason of seasonal change show some kinds of type which are 1st, 1-2nd, 1-3rd, and 1-2-3rd step. By the result, it is arranged in sequence like as 1-3rd>1st>1-2nd>1-2-3rd type. The lowest number of students was 2nd step of the Sun's altitude and duration of daytime in pre-test. However the students of 2nd step obtained more correct scientific concept on the seasonal change after learning on the subjects, and got the higher score in the post-test than in the pre-test. We found how much important the hierarchical structure on the reason of seasonal change is. As the results, second step on the learning of the Sun's altitude and duration of daytime essentially have to teach after first step. And then third step have to teach. At last, it is sure that the students can obtain the concept of seasonal change.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.257-272
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• 2005

The purpose of this study is to provide the basic data for morality of education in home economics education. Through research on the state of morality of education, the following criteria can be achieved ; recognition of the importance, and the level of teaching performance regarding the contents of morality education in home economics instruction. The basic data were obtained by looking at the differences between the recognized importance and the level of teaching performance. Data were collected from the survey mailed to the teachers responsible for home economics area in $\lceil$Technology${\cdot}$Home Economics$\rfloor$ in middle schools in Korea. The 335 questionnaires collected were used for final analysis. SPSS/WIN 10.0program was used for calculating and analysis the frequency, percentage, average. standard deviation. Firstly, most of the home economics teachers show that they continually try to implement morality education through each home economics lesson plan. They focus their attention on the main theme of the lesson of a particular nit, that deals with family life. For example, an excerpt from a particular unit may be the 'Understanding of myself and family members'. Most home economics teachers believe that a family setting and/or schools, whether private or public institutions, are appropriate places for productive education. As well, each of these educational settings, should take complete responsibility for teaching morality of education. As a way to activate the morality education, teachers believe that working with the students and understanding the needs of their students, along with the cooperation of parents, are key factors in the teaming process. Another way is the change of teacher's perceptions and educational conditions or environment. Secondly. home economics teachers in middle school. are showing a higher level of understanding on the importance regarding the contents of morality education, which can be noticed through the high level of their teaching performances. Regarding the importance of morality education, the first priority goes to showing respect for parents and the elderly, as well as sexual ethics and respect for life must always be taken into consideration. In regards to the level of teaching performance, the first priority goes to responsibility and co-operation. Secondly. showing respect for parents and the elderly and sexual ethics will be the third. Through data achieved through this study, the majority of home economics education teachers believe that morality education in home economics education is very important and a key factor in their teaching practices.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.693-718
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• 2010

This study investigated secondary school science teachers' experiences to explore the influencing factors in science teachers efficiency (STE). The participants, thirty three secondary school science teachers who have more than four years of teaching experience, were interviewed about describing each teacher's experience throughout one's years of teaching. The grounded theory introduced by Strauss and Corbin (1998) was used to analyze the data in this study. The results of paradigm analysis revealed that STE is influenced by 125 concepts, 38 sub-categories, and 16 categories. In a paradigm model, the central phenomenon was 'constructing STE', and the causal condition was 'want to be a teacher' as career choice motivation. The contextual conditions that have an affect on the central phenomenon were 'self awareness of the teacher' and 'social awareness of the teacher.' The mediate conditions, which facilitated or restrained the action/interaction strategies, were 'societal tendency', 'school climate', and 'personal context.' The action/interaction strategies to control the phenomenon were 'following the line,' 'identifying effective teaching strategies,' 'taking teacher education programs,' and 'contributing to school improvement.' The consequences were 'teacher's self awareness', 'challenge,' and 'stagnating in teaching.' The overall conclusion drawn from this research is that, the definition of STE is beliefs in science teachers' capabilities to set up objects in some school teaching context and, organize and execute the course of action required to attain these. Additionally, STE has three dimensions of teacher's behaviors: science instructional efficiency, efficiency in engaging students, and efficiency in managing school conditions. This study offers insight into the nature of STE and theoretical framework. These findings may give science teachers and teacher educators the practical knowledge necessary to build effective training programs and interventions that would help increase STE and facilitate effective teaching.

• Journal of Korean Ophthalmic Optics Society
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• v.13 no.3
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• pp.13-17
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• 2008

Purpose: The aim of the study is to provide for prospects of Department of Ophthalmic Optics. Methods: This study surveyed on notion in sunder of the frist grade 100 people, second grade 100 people, third grade 100 people in the third educational system of Department of Ophthalmic Optics. Results: 1. Recognition of beforehand information for Department of Ophthalmic Optic were investigated the highest rate at frist grade 40 people(40%) by ordinary, at second grade 42 people(42%) by ordinary and at third grade 34 people(34%) by low. 2. Goodness of fit of register for a course and content for Department of Ophthalmic Optic were investigated the highest rate at frist grade 54 people(54%) by ordinary, at second grade 51 people(51%) and at third grade 47 people(47%) by suitableness. 3. Satisfaction of choice for Department of Ophthalmic Optics were investigated the highest rate at frist grade 43 people(43%) by high, at second grade 45 people(45%) by ordinary and at third grade 41 people(41%) by high. 4. Consideration of instruction for Department of Ophthalmic Optic were investigated the highest rate at frist grade 55 people(55%), at second grade 60 people(60%) and at third grade 49 people (49%) by good. 5. Relationship of friend in Department of Ophthalmic Optics were investigated the highest rate at frist grade 40 people(40%), at second grade 50 people(50%) and at third grade 51 people(51%) by good. 6. Relationship a senior-younger men in Department of Ophthalmic Optics were investigated the highest rate at frist grade 47 people(47%), at second grade 50 people(50%) and at third grade 41 people(41%) by ordinary. 7. Prospects of future for Department Ophthalmic Optics were investigated the highest rate at frist grade 47 people (47%), at second grade 50 people(50%) and at third grade 45 people(45%) by ordinary. 8. Affairs after graduation of Department of Ophthalmic Optics were investigated the highest rate at frist grade 60 people(60%), at second grade 68 people(68%) and at third grade 66 people(66%) by optical shop. Conclusions: Satisfaction of choice for Department and Prospects of future for Department were investigated to be good as a whole.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.247-265
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• 2018

Objective: The purpose of this study was to investigate the effect of teacher support program for integration of handicapped children on teaching efficacy of daycare center teachers. Methods: In the study, 12 day care teachers in 4 day care centers in Seoul and Gyeonggi area were selected as experimental groups and 12 teachers in 5 day care centers were selected as control group. Teacher education is carried out through group education, such as understanding of developmental area, curriculum modification, activity-based embedded intervention, cooperative learning, direct teaching, disability understanding education, behavior support, family support. Individual teacher education provided counseling on the reality of child care for children with disabilities that reflects the needs of teachers for integrated child care for handicapped children. Teacher's Efficacy in Inclusive Practices (TEIP) was used as a pre post test to measure teacher's efficacy change. In order to analyze the results of the study, two independent sample t tests were conducted on the difference between pre-post test of teacher efficacy between the two groups. Results: As a result, There was a significant difference in the pre-post change of teacher efficacy between the two groups. Conclusion/Implications: The results of this study are as follows, teacher support program provided immediate feedback in integrated child daycare center for the handicapped children, child care teachers improved their integrated handicapped children care expertise, provided responsive teacher support program to the actual needs of the site, teacher support program reflected various variables related to integration, and emphasized the cooperative relationship between researcher and child daycare center teacher. The results of this study can be used as actual data of field where lack of support for the integration of handicapped children is lacking.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.187-195
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• 2019

The purpose of this study is to diagnose the operation status of high school integrated science newly introduced in the 2015 revised national curriculum and first applied in 2018, to examine teachers' perception on the new educational policy, and then based on this, extract implications for settling down the policy. A survey was administered to science teachers who participated in the in-service teacher training on integrated science, and the responses of 384 high school science teachers were analyzed. According to the results of the survey, integrated science was allotted six units to each school, and two or more teachers divided achievement standards and were responsible for them in many cases. Science teachers pointed to the increase of student-oriented activities as the biggest change due to the application of integrated science and also showed a positive attitude towards increasing the proportion of performance-based assessment, diversifying evaluation methods, increasing teacher consultations, and enhancing the holistic understanding of natural phenomenon, etc. In particular, teachers with 15 years or more of teaching experience were significantly positive about the increase of student-oriented activities, diverse assessment methods, and opportunities of teacher consultations. For teachers with a sub-major in science, teaching about non-majored contents was the most difficult and it was also difficult to determine the appropriate level of contents to teach. Teachers who majored common science, however, rarely complained about teaching non-majored content. In the case of two teachers in charge of integrated science, there was a statistically significant demand for subject matter knowledge as training content, and for mixed education incorporating theory and practice and customized training as a training method. In the case of one teacher responsible for the subject, there was a relatively lower demand. From these results, some implications for the successful implementation of integrated science were discussed.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.417-428
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• 2022

This study analyzed the frequency and level of scientific practices presented in secondary science textbooks. A total of 1,378 student activities presented in 14 middle school science textbooks and 5 high school integrated science textbooks were analyzed, using the definition and level of scientific practice suggested in the NGSS. Findings show that most student activities focus on three practices. Compared to the textbooks for the previous science curriculum, the practice of 'obtaining, evaluating, and communicating information' was more emphasized, reflecting societal changes due to ICT development. However, the practice of 'asking a question', which can be an important element of student-led science learning, was still rarely found in textbooks, and 'developing and using models', 'using math and computational thinking' and 'arguing based on evidence' were not addressed much. The practices were mostly elementary school level except for the practice of 'constructing explanations'. Such repeated exposures to a few and low level of practices mean that many future citizens would be led to a naïve understanding of science. The findings imply that it is necessary to emphasize various practices tailored to the level of students. In the upcoming revision of the science curriculum, it is necessary to provide the definition of practices that are not currently specified and the expected level of each practice so that the curriculum can provide sufficient guidance for textbook writing. These efforts should be supported by benchmarking of overseas science curriculum and research that explore students' ability and teachers' understanding of scientific practices.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.213-223
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• 2022

The purpose of this study is to identify the types of essential inquiry activities presented in elementary science textbooks for grades 5-6, and to find out what difficulties teachers have in the actual teaching process. To this end, the essential research activities presented in the textbook were analyzed into six types: experimentation/observation, investigation/discussion and presentation, data interpretation, discussion/discussion, simulation activity, and expression. In addition, 108 elementary school teachers were investigated for the suitability of inquiry activity achievement standards, suitability at the student's level, student interest, and difficulty in teaching instruction. To summarize the research results, the most frequently suggested type was the experiment/observation type, followed by simulation activity type and data interpretation type. It was analyzed that there was no discussion/discussion type in the 5th grade textbooks, and the 6th graders did not present research activities that correspond to the research/discussion/presentation type and the expression type in the textbook. In the results of teachers' responses to the suitability of achievement standards for inquiry activities presented in textbooks and the suitability of the student's level, 5th graders showed lower average scores than 6th graders, and showed similar average scores in student interest and instructional difficulty. Also, it was confirmed that improvement was required for a total of 17 inquiry activities. Specifically, teachers responded that they had difficulty in guiding inquiry activities when the experimental results did not appear as intended in the textbook, when students' interest in inquiry activities was low, and when students and teachers had low understanding of related science concepts. Teachers pointed out practical problems such as difficulties in long-term observation in astronomy-related units, and students in upper elementary school not actively participating in dynamic play activities.

• Journal of Radiation Protection and Research
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• v.39 no.2
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• pp.118-126
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• 2014

A survey was conducted on perceptions, knowledge, and attitudes of elementary, middle, and high school students, who will lead public opinion in the future, regarding irradiated food, nuclear power generation, and medical radiation. These topics urgently require general social acceptability among various fields in which radiation is used. Educational methods to enhance social acceptability were partially discovered. First, it is necessary to implement different strategies when designing courses for female and male students. Male students have higher levels of objective knowledge (p<0.039) of irradiated food, necessity (p<0.001) and objective knowledge (p<0.001) of nuclear power generation, approval of building a nuclear power plant in the nation (p<0.001), necessity (p<0.001) and objective knowledge (p<0.001) of medical radiation, and attitudes regarding using medical radiation (p<0.007, p<0.001). Second, the educational effect of explanations to help increase national understanding of the necessity and safety of nuclear power generation will increase if information on the necessity and safety of medical radiation is provided as well. Both male and female students perceived that medical radiation is the most necessary (p<0.001), medical radiation is the safest (p<0.001), and nuclear power generation is the least safe (p<0.013). Moreover, the correlation between medical radiation and nuclear power generation was the highest. Third, there is a need for different lectures between classes, since the patterns of perception vary according to the field of radiation use among elementary, middle, and high school students. Elementary school students had high interest in education on nuclear power generation (p<0.005), perceived that irradiated food is safe (p<0.001), and had the most positive attitude toward consuming irradiated food (p<0.001). Middle school students had high interest in education on nuclear power generation (p<0.018), perceived that nuclear power generation (p<0.001) and medical radiation (p<0.002) are safe, and had the most positive attitude toward using radiation for treatment (p<0.001). High school students had the highest level of objective knowledge on nuclear power generation (p<0.001) and medical radiation (p<0.001), and perceived that medical radiation is the most necessary (p<0.017); however, they perceived that nuclear power generation is the least safe (p<0.001). Attitudes toward irradiated food intake (p<0.001) and approving construction of a nuclear power plant in their neighborhood (p<0.001) were both low. Fourth, it is necessary to provide educational programs to change perceptions and improve attitudes rather than providing education focused on objective knowledge. There was no correlation between objective knowledge and necessity of irradiated food, objective knowledge and safety and interest in education on nuclear power generation, and objective knowledge and interest in education and information acquirement regarding medical radiation. In particular, high school students had the highest level of objective knowledge and yet had the least positive attitudes toward approving construction of nuclear power plants in their neighborhood and intake of irradiated food. Therefore, to increase the social acceptability of using nuclear energy and radiation in Korea, it is desirable to provide strategic educational programs to improve perceptions, knowledge, and attitudes regarding the necessity and safety of their use.