• Journal of the Korean earth science society
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• v.30 no.7
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• pp.883-896
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• 2009

This study is to develop teaching materials for geological fieldwork around Bonghwabong area in the national park of the Byeonsan Peninsula, Buangun, Jeonbuk. The developed materials are applied in the geological fieldwork of science high school students to maximize the effects of use. The sedimentary succession of the Bonghwabong area in the Cretaceous age, Mesozoic, represents large-scale and distinctive sedimentary structures on the sea cliffs, which are utilized as teaching materials for earth science fieldwork. The area of Bonghwabong also comprises various geological structures related to advanced learning programs as well as those within the curriculum of high school earth science. A five-step fieldwork model was applied to 15 students in clubs related to earth science in a science high school. This study used a qualitative methodology to analyze students' responses that were gathered about the process of fieldwork. During the activity, a qualitative analysis was carried out by using discussions and interviews both with the students and the teacher. Results indicated that the fieldwork activity using teaching materials was effective in helping the students improve their self-directed learning and practical understanding of earth science.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.641-662
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• 2011

In this study, explicit Teaching and Learning strategy for middle school students were developed to improve basic science process skills. After applying these strategy in an actual class, the effects of Teaching and Learning strategy and change of students were analyzed. Explicit Teaching and Learning strategy to improve basic science process skills are developed based on analyzing preceding research. The use of application criteria for class of basic science process skills combined with explicit Teaching and Learning strategy, it is sought for the explicit instructional procedures of said skills. After analyzing the class in which explicit Teaching and Learning strategy were demonstrated, students reported that they were able to comprehend basic science process skills more effectively through the stages of explicit explaining and independent practice. The showing demonstration stage was heavily emphasized by the teacher in this class. Analysis of students' understanding degree about basic science process skills, most of them show positive outcome. Another analysis of ripple effect on daily life and other subjects, it is found that students could have the attitude to make use of science process skills for themselves. Through the result of study, it is found that explicit Teaching and Learning strategy that are developed from this study are an effective way to comprehension students' basic science process skills. Thus, continued study is needed to develop and spread explicit Teaching and Learning strategy of science process skills to be applicable in actual classes in secondary schools.

• Korean Journal of Human Ecology
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• v.10 no.4
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• pp.421-428
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• 2001

The purpose of this study is to tender as the basic data for practice of environment on the consciousness and practice of life environment on technical teacher in middle school and colleage students. For this purpose, the data were collected by using questionnaire distributed to 102 technical teacher in middle school and 103 male colleage students in Jan. and Aug., 2000. The major findings of this research are as follows; 1. It was found that the teachers had consciousness in industrial environment pollution but the students has the causes of house or car. All of the subjects set to the environment information through T.V. programs and the efficacy is highest. Also the teachers set to the environment information through environmental organization and books. The teachers had concern of high level and higher than the students on the life environment. Specially the awareness of life environment was upper to the average and higher than students. 2. The assessments of the earth life environment was 69.17(M), the oceanic environment was highest and water environment was lower. The assessments of the Korea life environment was 60.67(M) were lower than the assessments of the earth life environment, all items were lower than earth lie environment. Generally leachers has positive assessments to earth and Korea life environment than male students. 3. The teachers have high practice apparence on the life environment than the students. Also the teachers had upper to the average on the practice degree, and the practice degree lower than practice awarences. But all items on practices degree was higher than student's.

• Journal of The Korean Association For Science Education
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• v.4 no.1
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• pp.1-14
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• 1984

The student's attitude toward science is generally influenced by their teachers. Therefore, teachers' positive attitudes toward science and science teaching play an important role to change the student's attitude toward science. The purpose of this survey is to investigate the status on attitudes toward science and science teaching among the secondary school science teachers in Korea. The attitudes were surveyed by the questionnaire which was developed by Sung-Jae Pak. The instrument is designed to use Likert type scale and is composed of two kinds of scale: one is the attitudes toward science scale (the AT scale) and the other is the attitudes toward science teaching scale (the AT Kale), which contains 24 questions respectively. Each of them has 6 sub-level areas. The six areas of attitude toward science are as follow: The goals and values, process and method of science, knowledge and the view of nature, social and cultural aspects, scientist and a career in science, the preferences and willingness. The six areas of attitude toward science teaching are as follow: The goals and values, process and method of science teaching, the content and structure, social and cultural aspects, science educator and a career in science teaching, satisfaction and willingness. From 152 teachers' responses, the tendency of total as well as each area and the contrast of their backgrounds at the level of 5% significance were analyzed by SPSS computer program. Some results and conclusion of the study are as follow: 1. The overall attitude of the measured secondary school science teachers shows a positive trend tendency. Also total positive attitude toward science teaching are slightly higher than that of science, which support the fact that the teachers are not scientists but they are directly involved in teaching of science. 2. The attitudes toward science are moderately correlated to the attitudes toward science teaching (r=0.52). 3. The areas of knowledge, nature-view and tile area of social aspects of science show a very negative tendency. Also the two areas are not correlated to some other areal at the level at 5% significance. 4. Female science teachers exhibit just a little more positive attitudes than those of male teachers in science teaching. 5. The science teachers who wanted to have a profession of scholar or educator exhibit a little more positive attitudes than others in science and total attitudes (AS+AT). 6. The more the science teachers have "intellectual delights" the more their attitudes toward science and science teaching are positive. 7. At the level of 5% significance, there are differences which college they graduated from, but there are no differences in multiple comparison at 10% level. 8. The differences in their background dose not appear in such as age; teaching career; academic career; deny the superstition; their onlook for the scientist or educator when they were freshmen; major the basic science; opinions about the U.F.O. and the origin of life. 9. The responses of certain individual statement are quite different from the overall tendencies, which strongly suggest the de1ailed analysis and deeper study. For the continuing study, it is recommendable to revile the measuring tools with the theoretical study for the better validity and reliability, and investigate the status of the attitudes toward science and science teaching among the science teachers with sufficient samples.

• Journal of vocational education research
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• v.37 no.6
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• pp.36-60
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• 2018

The purpose of this study is to explore the occupational personality required for high school graduates and to develop a scale to measure them objectively. In order to achieve the purpose of the study, this study constituted the delphi committee composed of the teacher group and the industrial personnel group. Afterwards, Delphi survey was conducted twice, and it was found that 12 jobs such as sincerity and honesty were related to occupational personality. As a result of the development of the scale based on the previous research and the expert group interview, 12 factors and 116 scales were developed for the pre - occupational personality test tool. In order to verify the validity and reliability of the developed preliminary test tool, we conducted a questionnaire survey of 700 students of vocational high school, and 514 questionnaires were used for final analysis. Parallel analysis was performed to determine the number of factors before exploratory factor analysis. As a result, eight factors were found to be appropriate. As a result of exploratory factor analysis using the 'maximum likelihood method' and 'direct oblimin rotation method', 78 items of 8 factors were found appropriate. However, in order to confirm whether the item reflects the contents of the factors, we conducted a content validity test for the expert group. As a result, feedback was obtained that 19 items were irrelevant or inadequate. Therefore, the validity of the existing job personality test tool and the modified job personality test tool were verified through confirmatory factor analysis. As a result, the fitness of the revised test tool was higher and the fitness level was generally good.