• 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.37 no.6
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• pp.911-920
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• 2017

The purpose of the study is to investigate the effects of community-based SSI programs (SSI-COMM) regarding "fine dust" on promoting middle school students' understanding of community issues and their character and values as citizens. SSI-COMM on fine dust was implemented in 4 middle schools located in Seoul, and 151 7th graders participated in the program lasting over 8 weeks. Data was collected through two questionnaires (i.e. students' understanding of issues, and character and values as citizens) and individual interviews with selected students. Results indicated that there were statistically significant increases in their understanding of fine dust issue after the program. In addition, the program significantly contributed to enhancing students' character and values, especially in the domains of social and moral compassion and socioscientific accountability. Student interviews revealed that they became more aware of the local community problems caused by fine dusts and started to consider what efforts should be made to solve them. They also felt individual responsibility for the occurrence of fine dust, and the need for participation and practice of community activities for vulnerable groups in affected areas.

• 대한공업교육학회지
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• v.39 no.2
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• pp.19-36
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• 2014

The purposes of this study are to grasp industry vocational subject student-teachers' instruction area, compare cognitive level of cooperating teacher and student-teachers for the importance of instruction area and secure base data required to develop educational practical area of professional teachers in specialized high school. To achieve this, instruction area of instruction teacher in charge of industry vocational subject pre-teacher education was developed by document consideration and expert verification and differences of importance cognition for the area was compared between educational practice insturction teacher and student-teacher. The results are as the following. First, for the instruction areas that educational practice instruction teachers should teach student-teacher, there are 7 categories, 17 mid-fields and 85 subsections. Especially expert group suggested an opinion that areas of teacher's values and personality formation should be added to pre-teachers. And, they judged that category of school business showed low validity for educational practice instruction teacher's instruction area. Second, educational practice instruction teacher importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. On the other hand, they cognized 'development and management of curriculum', 'support on educational activity', 'industrial-educational cooperation and tie with local community' and 'specialty improvement' less importantly. Student-teachers cognized 'class activity', 'student instruction and class management', 'specialty improvement', 'development of desirable view of education attitude' importantly. They cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' relatively less importantly. Third, both educational practice instruction teachers and student-teachers importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. However, student-teachers importantly cognized, but educational practice instruction teachers didn't importantly cognized 'specialty improvement'. Both two group cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' less importantly.