• Journal of the Korean earth science society
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• v.39 no.6
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• pp.600-616
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• 2018

The purpose of this study was to explore how primary school students develop their interest in science. A survey questionnaire was used to investigate students' interest, change of their interest, and engagement in science related activities three times a year. 201 students of two primary schools in Seoul Metropolitan City initially participated in this study. A follow-up case study was conducted with students who showed an increased interest in science. Finally, seven students were chosen in the case study. They were asked to keep a photo journal for 12 weeks, and were interviewed in every other week by one of the researchers. Among these seven participants, two (TK and QQ) were chosen for analyzing their data in this case study because they showed positive changes in developing science interest throughout the study. The results of two participants' survey, photo-journal and interview were analyzed qualitatively. First, TK, whose science interest developed from situational interest II to individual interest I, engaged in doing experiments at home, doing mathematics activities, raising pets or plants, observing phenomena, and visiting informal educational centers. He tended to participate in hands-on activities by himself in out-of-school settings. Second, QQ who developed from situational interest I to situational interest II, engaged in taking pictures as a representative activity at home and school. He tended to participate in activities with either his father or one of the researchers. Both students showed personal characteristics such as doing place-based activities, interaction with others and activity subjectivity. The goal of TK's interactions with others on the various places was to develop in cognitive domain. On the contrary, QQ's goal of interactions with others was to develop in emotional communication. This study reported the cases of characteristics of students who developed their interests in science including activities in- and out-of-school settings and their accompanying people.

• The Journal of the Korea Contents Association
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• v.19 no.2
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• pp.477-490
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• 2019

This study analyzes the process of overcoming prejudice and discrimination experiences of mothers with disabilities and looks for improvement points. It is interviewed 9 mothers of children with disabilities who were experiencing prejudice and discrimination while raising children with disabilities. The data collection was conducted from October to November, 2018 and one by on one in depth interview by using semi - structured questionnaires. Data analysis was done through consensual qualitative research (CQR). The result of CQR while it is a experiencing the process of prejudice and discrimination as well as coping the raising disabled children. 'Prejudice and discrimination experience of mothers with disabilities' and 'overcoming of discrimination experiences of mothers with disabilities' were derived. And the seven sub-regions, 28 categories, were finally constructed. The results of the study are as follows. Firstly, Prejudice and discrimination experiences of mothers with disabilities in raising children with disabilities are view of looking at children with disabilities comparing to those of normal children and children with disabilities. It seems that they want to treat the disabled child as the general child with an attitude of understanding and accepting the disabled child rather than looking at the disabled child with wrong perception, prejudice, stereotypes and rejection. Secondly, The process of overcoming the discrimination experiences of the mother of the disabled child is strengthening the cohesion and cohesion within the family in the process of accepting and coping with the disability family of the child with disabilities even if they raise the child with disability and have difficulties such as recognition bias and discrimination of the general public. Based on the results of this study, we suggested practical and policy implications for the mother's psychological stability of the child with disability and the disabled child's healthy life.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.765-780
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• 2018

The purpose of this study is to synthesize the theoretical perspectives, research methods, and research results of teachers' professional vision by reviewing and analyzing previous research papers and to suggest implications for science teacher education and research. Three databases were used to search peer reviewed journal articles published between 1997-2017, which include 'teachers' and 'professional vision' explicitly in abstracts and empirical studies only. 21 articles in total were analyzed and review results are as follows. First, researchers regarded professional vision as a new concept of teacher professionalism. Previous research viewed professional vision as integrated structure of teachers' knowledge or ability activated at specific moment. Second, the analytical framework of professional vision included two aspects; 'selective attention' and 'reasoning'. Several aspects of lessons or the desirable teaching and learning factors are suggested as the subcategories of selective attention. Hierarchical levels or independent reasoning ability factors are suggested as the subcategories of reasoning process. Third, research on teachers' professional vision focused more on middle school teachers than elementary teachers and on various subject areas. Most studies used video clips and more cases of using videos of non-participants were found. In case of measurement of professional vision, most quantitative scoring methods were whether the responses of experts and teachers on video clips were consistent. Last, most studies examined or assessed teachers' professional vision. It is reported that in-service teachers' professional vision was evaluated higher than novice teachers' and using video clips were effective to examine and improve teachers' professional vision.

• The Korean Journal of Archival Studies
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• no.30
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• pp.3-55
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• 2011

Recently, a topic of Archival Science can be said 'paradigm shift'. Therefore, this study aims to establish a relationship between oral record and Archival Science through concept of the archiving 'social memory' related to paradigm shift of Archival Science. In addition, an active role theory by an archivist as main agent of archival oral record management reflecting the characteristics of oral record based on this will be supported. Especially, even if it has already been handled through previous studies, it will be focused on drawing new meaning by applying creative perspective. Main content of this study is as follows. Firstly, discussion will be progressed by establishing the concept of the archiving 'social memory'. This is related to the topic of 'paradigm shift' in the Archival Science. Despite that active research has been conducted among mainly archival researchers overseas, it has not been handled yet in Korea. Therefore, this study aims to determine to organize this part as detail purpose. Secondly, the point will be progressed with a special focus on collecting and planning stages among the stages of records management. A viewpoint of the Archival Science should start from the stage of collecting and planning the previous record of production point of time, and then should be reflected for acknowledging the subsequent stages. Therefore, collecting and planning are the most important, and this is closely connected with a characteristic of oral record which production means collecting. Thirdly, the concept of 'oral record' is established with the viewpoint of the Archival Science. The various documents have been producted through oral interview has been known to many oral history researchers as 'oral source'. It aims to conceptualize them as 'oral record' with the viewpoint of the Archival Science. Fourthly, it is an establishment of meaning why oral history should be handled in the Archival Science. It is necessary to rationalize the purpose and its appropriateness handling oral history in the Archival Science. It should clarify the reason why oral history is important in the Archival Science and what it means. This will help examine the meaning of the recording of 'oral record.' A characteristic of the oral record can be effectively revealed through the recording, and ultimately, it aims to be able to shed new light on the value of oral history and oral record. Finally, it defines the role of archivist in oral history. A point that archivist in oral history is not just an assistant who organizes and preserves oral records collected by researchers will be emphasized and persuaded. In this study, oral history study in the Archival Science which has obtained appropriateness by the theoretical discussion as above should be conducted in a connection with other studies without occupying oral history by the Archival Science and in a direction of the leap of Korean oral history study. If this is possible, it will contribute to development of the Archival Science and of study area expansion, enhancement of the role and potential of archivist, at the same time, eventually it will positively influence on oral history study.

• Korean Journal of Psychosomatic Medicine
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• v.27 no.1
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• pp.50-59
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• 2019

Objectives : Many of the patients with type 2 diabetes are associated with sleep problems, and the rate of insomnia is known to be higher in the general population. The aims of this study were to know the frequency and clnical characteristics of insomnia, and related variables to insomnia in patients diagnosed with type 2 diabetes. Methods : For 99 patients from 18 to 80 years of age (65 males and 34 females) with type 2 diabetes, interviews were performed. Total sleep time and sleep latency was evaluated. Insomnia was evaluated using the Korean Version of the Insomnia Severity Index (ISI-K). Severity of depressive symptoms were evaluted using the Korean version of the Hamilton Depression Scale (K-HDRM). According to the cutoff score of 15.5 on the ISI-K, subjects were divided into the group of type 2 diabetics with insomnia (N=34) and those without insomnia (N=65) at first, and then statistically analyzed. Results : TInsomnia could be found in 34.34% of type 2 diabetics. Type 2 diabetics with insomnia had significantly more single or divorced (respectively 11.8%, p<0.05), higher total scores of the K-HDRS ($11.76{\pm}5.52$, p<0.001), shorter total sleep time ($5.35{\pm}2.00hours$, p<0.001), and longer sleep latency ($50.29{\pm}33.80minutes$, p<0.001). The all item scores of the ISI-K in type 2 diabetics with insomnia were significantly higher than those in type 2 diabetics without insomnia, that is, total ($18.38{\pm}2.69$), A1 (Initial insomnia) ($2.97{\pm}0.76$), A2 (Middle insomnia) ($3.06{\pm}0.69$), A3 (Terminal insomnia) ($2.76{\pm}0.61$), B (Satisfaction) ($3.18{\pm}0.72$), C (Interference) ($2.09{\pm}0.97$), D (Noticeability) ($2.12{\pm}1.09$) and E (Distress) ($2.21{\pm}0.81$) (respectively p<0.001). Variables associated with insomnia in type 2 diabetics were as following. Age had significant negative correlation with A3 items of the ISI-K (${\beta}=-0.241$, p<0.05). Total scores of the K-HDRS had significant positive correlation, while total sleep time had significant negative correlation with all items of the ISI-K (respectively p<0.05). Sleep latency had significant positive correlation with total,, A1, B and E item scores of the ISI-K (respectively p<0.05). Conclusions : Insomnia was found in about 1/3 of type 2 diabetics. According to the presence of insomnia, clinical characteristics including sleep quality as well as quantity seemed to be different. Because depression seemed to be correlated with insomnia, clinicians should pay attention to early detection and intervention of depression among type 2 diabetics.

• The Korean Journal of Elementary Counseling
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• v.11 no.1
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• pp.71-91
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• 2012

The purpose of this study is investigate what effects of counseling program using children's poem on maladapted children in school on the children's self-esteem and school adjustment. For this, counseling programs using children's poem was developed and this counseling sessions were implemented to maladapted children in school and the research question to analyze the effect is as follows. First, what effect does the counseling program using children's poem have on the improvement of self-esteem of the maladapted children in school? Secondly, what effect does the counseling program using children's poem have on the school life of the maladapted children in school? The research target were maladapted children in school who are enrolled in the 4th grade in Elementary school. Through two different case studies, these students were selected after reflecting the opinions of the students' current homeroom teacher, parents, and friends. The counseling program using children's poem were conducted from June 2010 to July 2010, twice a week for a total number of 12 sessions. Each session consisted of 40 minutes and client's change process was explored. Through the counseling program using children's poem, this study collected data and examined the effectiveness of the program through comparing the results of the evaluated results of the language and behavior the target children responded, depth interviews with parents, friends, and teachers, behavior observation checklist, and the pre and post test results of the measurement tools. The results of this study is as follows. First, the counseling program using children's poem improved the self-esteem of the maladjusted child in school. Especially, among the sub-region of self-esteem, it was able to improve the domestic, social and academic self-esteem. Secondly, the counseling program using children's poem had a positive effect on the school adjustment of the maladjusted child in school. Among the sub-region of school adjustment, it had a positive change in the teacher relationships, peer relationships, and attitude. In addition, children's poem which was the reading material for the counseling program using children's poem was proven to work effectively in the counseling progress. Recitation and content of the children's poem promoted self-open of the client and as a result, it had a positive effect on improving relations with the counselor and this became the media that led to a successful counseling session. Therefore, I anticipate that this counseling program using children's poem will be actively used in counseling sessions through applying the results of this study and after revising the program so the counseling program could have a more efficient effect on self-esteem and school adjustment.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.677-691
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• 2014

Understanding of the nature of science (NOS) has been a consistent topic as one of the most important goals in science education for the past several decades. Even though there is a variety of research related with the NOS conducted in science education, few researches has been conducted for the conception of scientists regards to the nature of science (Bayir et al., 2014; Taylor et al., 2008; Wong & Hudson, 2008). Recently, researchers in science education turned their attention to identifying views of scientists about the nature of science since they recognized the importance of participation of scientists in science education (Southerland et al., 2003; Taylor et al., 2008). This study was conducted to examine the Korean scientists' views of the nature of science. Through the use of semi-structured questionnaire and in-depth interview the views of 35 scientists who belong to the Korean-American Scientists and Engineers Association (KSEA) regards to the nature of science were explored. Findings show that while the scientists have more informed views with respect to the tentativeness of scientific knowledge, cultural and social influence embedded in science, the limitation of science, and the collaboration of science with others, the scientists have more na${\ddot{i}}$ve views about the distinction between laws and theories, the existence of a universal scientific method, and the importance of imagination and creativity. As such, it can be assumed that the scientists cannot conceptualize their notion in a philosophical sense even though they are engaged in scientific work in reality (Bayir et al., 2014).

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.221-233
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• 2000

Many investigators have reported difficulties in changing the high school students' misconceptions on mechanics. By one possible solution to this problem, some researchers suggested that the students should be taught mechanics at a younger age to make conceptual changes possible. because as they get older they become less willing to change their ideas. The purpose of this study was to compare the patterns of students' conceptual changes on force by age, to find out whether older students were less ready to change their conceptions than younger students. Individual interviews were carried out with 35 students (average ages 13) in middle school class and 50 students (average ages 17) in high school class near by the middle school. Those students who held the misconcetpion that "motion-implies-force (Impetus conception)" were asked to read a student-centered refutational text (anomalous data). In the immediate and delayed posttest, the types of responses of the students were analyzed to find out the patterns of student's conceptual changes on force by age. In result, first, most of students had impetus conception. Some of the students aged 13 understood the force as terminologies related with everyday experiences, while the students aged 17 understood the force as scientific terminologies. Second, there was no evidence to suggest that conceptual change is more difficult for the students aged 17 than aged 13. Third, the students aged 13 showed diverse responses (plain acceptance, critical acceptance, plain rejection, critical rejection) to the refutational text, while the students aged 17 showed restricted responses (critical acceptance, critical rejection). A month later those students who showed the plain acceptance retrogressed unscientific conceptions, while those students who showed critical acceptance maintained scientific conceptions. We did not find out any evidence to suggest that conceptual change is more difficult for older students. These results need deeper investigation on the nature of the loss of plasticity in comparison with other important variables.

• Journal of Preventive Medicine and Public Health
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• v.20 no.2 s.22
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• pp.331-340
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• 1987

To determine the incidence rate of school accidents and its associated factors, a cohort observation was carried out in a boys' high school of a total of 2,324 students for an academic year from March 1986 to February 1987. Data for accidents were collected by the author (school nurse) as students came to the school health station for treatment of accidental injury. Data for school activities were obtained from the diary of academic affairs. A total of 603 students made 1,126 visits to the station for accidental injury during the study period that gave an average 1.9 accidents per student. The average number of visits for accidental injury per day was 5.1 and the incidence rate of accidental injury was 2.2 per 1,000 student days. Each class had about 30 accidents on the average in a year. However there were two classes that had exceptionally high incidence rate of accidents; 54 accidents in one class where 10 athletes were assigned and 58 accidents in the other class where the teacher in charge was On vacation for two months. The highest incidence rate of accident was observed in June (3.4 per 1,000 student days) and the lowest rates were in December and February (1.5 and 0.7 per 1,000 student days, respectively) and there were no appreciable difference by day of week. Accidents were caused by mischief or carelessness of students in 62.2% and by the inappropriate tools and facilities of school in 18.6% . The accidents caused by tools and facilities were mainly due to the antiquated chairs and tables. Referral rate to hospital for severe injury was three times higher in cloudy days and five times higher in rainy days than in clear days. There was almost no accident during the examination period but increased after the examination. Based on these findings, following measures are recommended to prevent school accident: disperse the athletes throughout the classes: should the teacher in charge leave the class for a long period, replace with another teacher who is familiar with the class to keep order; replace or repair the inappropriate tools and facilities; and warn the students for the risk of accident or broadcast music or let the students have light physical exercise to relieve the tension in cloudy or rainy day and after examination.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.573-584
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• 2019

It is necessary to look at the essence of STEAM education from the viewpoint of the teacher who is the subject of education execution. We carry out questionnaires and telephone interviews for the purpose, definition, change, etc. of STEAM education from eight elementary, middle, and high teachers who are rich in policy and field application experience. As a result of the analysis, the purpose of the STEAM education that the specialists mentioned includes the active participation of the students. Most experts pointed out that the definition of STEAM education is ambiguous. So, it is necessary to express a clear goal of STEAM education. The category and level meaning "fields" from "a convergence of two or more fields" are not indicative definitions, but can be different depending on the situation, considering the context of activities and the level of students. The perception of the experts on framework may be a guide for STEAM education and stumbling block. It is necessary for "Context" to shift away from the emphasis on the real life connection and to the emphasis on the interest of the student and the guidance of the class. "Creative design" must be based on trial and error in the process of solving problems. "Emotional touch" needs to correct elements that cannot be observed, evaluated, and applied to lessons that are elements of emotional experience. As for the expansion of STEAM education, most expert teachers have recognized that STEAM education is becoming increasingly stable and that policy change has continued to slow the pace of stabilization.