• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.2
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• pp.69-86
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• 2012

Collaboration between teacher librarians and parents is one of the very important elements for school library management in characteristics of learning communities and expanding its' administration. These partnerships are necessary to relieve stress and risk conditions and improve ego-resilience of students. This study analyzed cases of student guidance within the partnerships between teacher librarians and parents and then inquired into formal or informal communication channels for their partnerships through written interview with 10 teacher librarians. The results of analyses teacher librarians have appreciated the necessity of collaboration with parents, and they have experienced student guidance, career guidance, reader's advisory and balancing acts between classroom teachers and parents. It turns out that reading programs with parents are formal communication channel rather than institutional committee such as School Library Council and Parents' Library-Assisting Volunteers and Parent Association and Training in the school library are informal communication channels. The teacher librarians also provide periodic reading events and training for parents and they utilize the School Homepage and Educational Newsletters as the main ways of public relation. In order to promote students' ego-resilience through their collaboration, parents should involve in School Library Council as an essential way for formal communication. And parents' role in school library management should be expanded from offering helping hands to activities to read book, library instruction, assisting teacher librarians in the Library-Assisted Instruction and production of teaching mediums.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.6
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• pp.431-440
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• 2021

The purpose of this study was to classify the latent profiles of elementary school teachers' job stress and to explore the effects of the relative variables to determine these classifications. In addition, the differences in the teacher-student relationship and parental involvement in school based on the classification were discussed. Data from 709 elementary school teachers who participated in the 11th wave of the Panel Study on Korean Children in 2018 were analyzed by Latent Profile Analysis (LPA). The findings can be summarized as follows. First, four subgroups could be defined according to the elementary school teachers' job stress: low-level job stress group, mid-level job stress group, mid-level administrative work stress group, and mid-level relationship and guidance stress group. Second, the final education and average time to work were significant determinants of the latent groups. Third, teacher-student conflict and parental involvement in school showed differences between the subgroups. Specifically, the mid-level relationship and guidance stress group reported the highest conflict level with children and the lowest parental involvement in school. These findings suggest promoting relief and preventative training programs for elementary school teachers to overcome various job stress.

• Journal of the Korean Home Economics Association
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• v.50 no.6
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• pp.119-130
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• 2012

This study attempted to investigate school participation experiences and the need for a school-participation leave for employed parents. A school participation leave is a paid or unpaid leave that guarantees workers to take time-off for school participation regarding children's educational purposes. We reviewed cases of school participation in other countries. There are similar types of educational leave in Russia, Greece, Italia, Sweden, Swaziland, and South Africa. We collected survey data from 1,194 employed parents (794 fathers and 400 mothers) whose children attend kindergarten, elementary, middle, or high-school. This study compares school participation experiences and needs by parent gender. The results showed that 62 % of the fathers and 80 % of the mothers participated in any type of school meetings and events at least once in the previous year. Fathers attended school events such as art festivals and mothers attended PTA meetings, school events, and parent-teacher conferences. The most frequently mentioned reason for non-participation among parents was related to work. A total of 87.7% of the parents agreed that a school-participation leave should be introduced. The results of the logistic regression showed that mothers compared to fathers, college graduates compared to post-secondary graduates, those whose children attended preschool or elementary school compared to high school, and those who had longer working hours were more likely to agree on the introduction of school participation leave. In conclusion, a policy intervention such as school-participation leave should be considered to provide employed parents time to be involved in their children's education and participate in school activities.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.70-85
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• 2024

The purpose of this study was to find out what impact climate action has on study participants and why climate action education is difficult in high schools. For this purpose, a basic qualitative research method was selected, and the study participants were five middle school students at the time of the activity. The results of this study are as follows. Due to the climate action in middle school, the participants' career path changed specifically and their climate literacy was cultivated. And climate action education in high schools was not enough. Environmental subjects that provide climate action education were difficult to open because they were not chosen by many students, and it was unrealistic to provide climate action education during creative experiential activities due to the burden of college entrance exams. The discussion points of this study are as follows. Climate action needs to be encouraged among middle school students because it helps shape career paths and cultivate climate literacy. Additionally, because sustainability is important in climate action, there is a need to establish specialized courses in climate action education in the curriculum of elementary, middle, and high schools so that climate literacy can be maintained consistently.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.196-209
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• 2023

This study recruited 11 teachers with experience in guiding science exhibitions nationwide to investigate the perception and necessity of teachers as educational consumers of science exhibitions, one of the out-of-school science education activities, and conducted an in-depth written survey. An average of more than 3,600 characters answered a total of seven questions in writing, and through qualitative analysis, the growth of students and teachers due to participation in science exhibitions, difficulties in participating in competitions, and teachers' voices for revitalization were recognized. Teachers offered positive opinions in that participation in science exhibitions improves students' knowledge and attitudes related to science and experiences an open inquiry process linked to career advancement in science and engineering. However, the students who participated in the competition failed to record the contents of the inquiry in their school records, and instructors pointed out the obsession with discovering novel topics, the burden of guiding the inquiry process, and the limitations of their expertise in major knowledge. In order to revitalize science exhibitions, 17 city and provincial education offices called for measures to strengthen the capabilities of instructors and students, improve the promotion and screening methods of the National Science Museum, and improve the Ministry of Education's school records.

• Journal of Science Education
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• v.45 no.1
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• pp.69-89
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• 2021

The purpose of this study is to examine personal characteristics of two elementary students who developed individual interest in science. 201 students of two elementary schools in Seoul participated in questionnaire survey engaged in to investigate students' interest in science, engagements and preference in science-related-activities three times a year. This case study was conducted with seven students who showed typical types of interest in science. Students wrote a photo-journal for 12 weeks. They were interviewed every other week by a researcher. We analyzed two students who developed individual interest. It turns out that RF participated in doing experiments at home, and disassembling and assembling things. Participation of activities was a process of solving curiosity. When he was unable to solve problems, he searches the internet or books. Sometimes he would ask for help from his teacher. JW engaged in activities: drawing, doing experiments at home, and going to informal education center. She communicated with others by using online-offline media. Curious questions were solved by herself. The two students have a tendency to solve problems by themselves. Also, positive science-related activities were going on at home and in school. This study not only give insights and understanding of students who developed individual interest in science but also provide implication for educators to examine personal characteristics of students.

• Korean Journal of Social Welfare
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• v.63 no.1
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• pp.241-266
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• 2011

This study aimed to examine the relationship between students' power types and the roles taken by students in school bullying situation. Four types of power relationship were identified by crossing two dimensions of power relationships among students, which are 'possibility of power acquisition,' and 'need for power acquision.' Salmivalli et al.'s(1996) six particpatants' roles taken by individual student were employed as possible roles for students in school bullying situations. Samples of 1822 cases were analyzed to test the relationships. Results showed that control type youth tend to be bullies, assistants of the bullies, or reinforcers of the bullies; both the followers of bullies and the recluse type youth tend to be victims. Surprisingly influential youth did not take any vivid roles in school bullying situations. Implications as well as suggestions were presented.

• Korean Journal of Social Welfare
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• v.68 no.3
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• pp.105-125
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• 2016

School absenteeism is considered one of the early predictors of school drop-out and serious delinquency or criminal behavior. The primary goal of the current study was to explore the protective and risk factors related to changing school absenteeism over time based on the ecological-systemic perspective. The data was derived from the Korean Children and Youth Panel Survey (KCYPS) using the 2011 and 2012 survey waves collected from 2,378 elementary school students. Using this data, Panel Fixed Effects Analysis was conducted. Major findings indicated that daily computer usage, parental abuse, school activity attendance, and school grades had an effect on students missing school days over time. Specifically, high levels of computer usage and parental abuse were related to increased school absenteeism, while high levels of school activity attendance and school grades were associated with decreased school absenteeism. These findings emphasized the importance of predictive intervention for children and suggested the need to construct a school absenteeism monitoring system in South Korea.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.149-161
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• 2004

영재교육 프로그램 참여와 관련하여 학생들의 수학학습실태를 분석하고 암묵적 이론의 관점에서 영재교육 프로그램 참여학생들의 수학학습활동에 영향을 주는 요인은 무엇이고 어떻게 구성되어 있으며, 이러한 동기화 요인의 구성은 비슷한 학령의 일반학생 및 과학고등학교에 재학중인 학생들과는 어떤 차이가 있는지를 밝히는데 주된 목적을 두고 있다.