• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.467-480
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• 2018

This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.45-61
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• 2016

The purpose of this study is to explore students' epistemic goals and considerations in designing an experiment task and to investigate how a shift in the students' epistemology affected their argumentation. Four 7th grade students were selected as a focus group. According to the results, when they designed their own experiment, their epistemic goal was 'scientific sense-making' and their epistemic considerations - the perception of the nature of the knowledge product was 'this experiment should explain how something happened', the perception of the justification was 'we need to use our interpretation of the data' and the perception of the audience was 'constructor' - contributed to designing their experiment actively. When students tried to select one argument, their epistemic goal shifted to 'winning a debate', showing 'my experiment is better than the others' with the perception of the audience, 'competitor'. Consequently, students only deprecated the limits of different experiment so that they did not explore the meaning of each experiment design deeply. Eventually, student A's experiment design was selected due to time restrictions. When they elaborated upon their result, their epistemic goal shifted to 'scientific sensemaking', reviewing 'how this experiment design is scientifically valid' through scientific justification - we need justification to make members accept it - acting as 'cooperator'. Consequently, all members engaged in a productive argumentation that led to the development of the group result. This study lays the foundation for future work on understanding students' epistemic goals and considerations to prompt productive argumentation in science classrooms.

• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.9-26
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• 2004

The purposes of this study are to develop and apply the student activity centered career exploring program and to verify effectiveness on the students' career maturity level. The subjects of this study were 137 students. 4 classes of a middle school in Jinju. They were divided into two groups, the experimental group and the control group. For experiment, the career exploring program was input to the experimental group for 14 class hours. The results of this study are as follows: 1. The student activity centered career exploring program applied to the unit $\ulcorner$The Choice of Career and Job Morals$\lrcorner$ was effective in raising the attitude of the career maturity level. As the result of verifying the differences. there was a statistically significant difference between the experimental group and the control group in the planning quality and the attitude of works. 2. The student activity centered career exploring program applied to the unit $\ulcorner$The Choice of Career and Job Morals$\lrcorner$ was effective in raising the ability field of the career maturity level. The experimental group showed more statistically meaningful differences in the knowledge of jobs, the information exploring, and the self-understanding than the control group. Consequently. the effects of the student activity centered career exploring program on the career maturity level in the unit $\ulcorner$The Choice of Career and Job Morals$\lrcorner$. all the fields of the career maturity level showed the statistically meaningful differences except the independence quality of the attitude field and the decision making of the ability field. So it is concluded that the experiment program elevated the students' career maturity level. However. as the result of analysing independent sample t-test of the pre-test and the post-test. the program was ineffective in the independence quality and the decision making. When this career exploring program is applied to the unit $\ulcorner$The Choice of Career and Job Morals$\lrcorner$. it is recommended to strengthen the activities to cultivate the independence quality and the decision making power.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.471-483
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• 2016

The purpose of this study is to explore how students' epistemological framing and positional framing affect the role of wonderment questions related to the activation of conceptual resources and to investigate what contexts affect students' framings during scientific model construction. Four students were selected as focus group and they participated in collaborative scientific model construction of mechanisms relating to urination. According to the results, one student whose framings were "understanding phenomena" and "facilitator" asked wonderment questions, but the others whose framings were "classroom game" and "non-respondent" were not able to activate their conceptual resources. However, they were able to activate their conceptual resources when they shared the epistemological framing of "understanding phenomena" and shifted between the positional framings of "facilitator" and "respondent." Although they were able to activate their conceptual resources, these activated resources were not able to contribute to their model when they shifted to the framings of "classroom game" and "receiver." In contrast, when students constantly shared an "understanding phenomena" framing and dynamically shifted between the framings of "facilitator" and "respondent," they were able to activate various conceptual resources and develop their group model. The students' framings were affected by the contexts. These included: when students were confronted with cognitive difficulties and were not provided proper scaffolding; when the teacher played the role of answer provider and guided the activity with correctness; when there were several possible explanatory models that students could choose from; and when the teacher played the role of thought facilitator. This study contributes to supporting teaching and learning environments for productive scientific model construction.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.1-16
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• 2021

The purpose of this study was to investigate the needs of middle school students for the practical reasoning in a distance learning environment, to verify the needs differences based on the learner's personal characteristics, student-teacher interaction, and student-student interaction, and to investigate the relationships among student-teacher interaction, voluntary participation of students, and the students' perception of the extent to which practical reasoning is implemented in distance learning. For this purpose, 1,842 middle school students from seven schools in Gyeonggi, Daejeon, Chungbuk, and Sejong areas were surveyed online to investigate the importance of the practical reasoning questions and the how much practical reasoning is implemented in current distance learning. Among them, 1,095 responses were used for final analysis and descriptive statistics, independent sample t-test, one-way ANOVA, and path analysis were conducted. As a result of the study, first, middle school students acknowledged that the practical reasoning was important with the importance average 3.76. Based on the locus for focus model, the priorities of the needs in home economics class were examined, and the values and importance of the problem, and the ramification of the solution were considered to be of high priority. Second, characteristics of middle school students, student-teacher interaction and student-student interaction were found to have positive influence on needs for practical reasoning, while no difference were found by gender or voluntary participation in distance learning. Third, the voluntary participation of students and the student-teacher interaction in distance learning had a positive (+) significant effect on perceived implementation of practical reasoning, yet negative (-) significant effect on needs for practical reasoning.

• Journal of the Korean Society of Food Science and Nutrition
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• v.41 no.6
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• pp.796-806
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• 2012

This study was conducted to investigate dietary attitude, and nutritional knowledge of middle school students in Gwangju and examine their perception and utilization of food labeling systems. The total and mean dietary attitude scores were 75 and 49.47, respectively. The total and mean nutrition knowledge scores were 15 and 10.88, respectively. Girls showed significantly higher nutrition knowledge than boys (p<0.01). Overall, 62.9% of respondents checked food labeling, and there were significant differences in dietary attitudes among groups that did and did not checking labeling (p<0.001), with higher dietary attitude being associated with checking the label. Moreover, higher nutritional knowledge was associated with checking the food label. Individuals who checked the food label considered the expiration date (54.9%), product name (14.4%) and price (10.2%). The main reasons for checking food labeling were (in descending order) to confirm the expiration date (61.6%), determine the ingredients and nutritional information, learn how to store the product, and compare the price and weight with other products. The overall satisfaction with the food labeling system was 16.20 out of 30, and significant differences (p<0.001) were observed among individuals with high, moderate and low dietary attitudes, as indicated by satisfaction scores of 17.54, 16.32 and 14.86, respectively. Individuals with high, moderate and low dietary attitudes had nutritional knowledge scores of 15.79, 16.08, and 17.08 respectively. The overall score for understanding nutrition labeling was 4.71 out of 7, and the understanding differed significantly among groups (p<0.01), with those with moderate food attitudes having the highest score.

• Journal of the Korean Society of Food Science and Nutrition
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• v.41 no.8
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• pp.1118-1133
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• 2012

This research aimed to suggest an efficient improvement plan for school food services by investigating the operating situation and recognition of menu management in school food services for school food service dietitians (and nutrition teachers) in Chungbuk. A total of 328 questionnaires were distributed to school food service dietitians (and nutrition teachers) in Chungbuk by e-mail in September, 2010. A total of 265 questionnaires (80.8%) were used for the analysis. The highest allocation of nutrients and calories per day in school food services was 1:1.5:1.5 (breakfast : lunch : dinner) (38.5%). The reasoning for applying a flexible allocation of nutrients and calories per day was 'considering the ratio of students who do not eat breakfast' (59.2%). And the way to apply the flexible allocation for nutrients and calories per day was 'by agreement from the school operating committee in arbitrary data without situation surveys' (86 respondents, 49.4%), and 'by agreement from the school operating committee in analysis data through situation surveys' (80 respondents, 46.0%). The operational method of standardized recipes was 'cooking management site of national education information systems' (87.5%) and the items included in standardized recipes were menu name, food material name, portion size, cooking method, nutrition analysis, and critical control point in HACCP. The main reason for not utilizing all items of a cooking management site of the national education information system was 'no big trouble in menu management even though it is used partly (29.1%). In addition, the highest use of standardized recipe was for 'maintaining consistency of food production quantity' (74.0%).