• Journal of The Korean Association For Science Education
• /
• v.9 no.1
• /
• pp.101-111
• /
• 1989

본 연구의 목적은 광합성과 관련하여 한국 국민학교 5학년과 중학교 2학년 학생들이 갖고 있는 오개념을 조사하고, 학생들의 개념이해 정도, 논리적 사고능력, 그리고 학생배경변수들 사이의 상호관계를 조사하는 것이다. 세가지의 도구들이 이 연구를 위해 개발되었다. 광합성 개념검사 (Photosynthesis Concepts Test)는 광합성과 관련된 개념들의 이해를 평가하기 위해, 삐아제의 논리적 사고력 검사(Piagetian Cogical Reasoning Test)는 PCT에 포함된 3종류의 논리적 사고들, 변인 통제, 조합적 사고력, 상관관계 사고능력을 평가하기 위해, 그리고 실문서는 학생들의 배경변수들에 대한 정보를 얻기 위해 개발되었다. 이 도구들은 20명 의 국민학교 5학년, 239명의 중학교 2학년 학생들에게 시행되었다. 이 연구의 결과는 두집단의 학생들이 "먹이를 만든다"는 의미, 먹이의 정의, 식물에 의한 빛의 사용, 식물 뿌리와 잎의 기능들, 광합성 산물, 그리고 광합성을 위한 조건들과 관련하여 오개념을 갖고 있음을 보여 주었다. 국민학교 5학년과 중학교 2학년 사이의 개념 이해의 향상은 식물에 의한 빛 이용의 본질, 한 체계내에서 생물들간의 물질 교환, 포도당, 지방, 단백질 등에 대한 지식에서 보여졌고, 그래프를 해석하는 능력에서 또한 중학교 2학년 학생들이 앞섰다. 향상을 보인 항목들은 교과서에서 보다 많은 강조점을 두거나 상위의 논리적 사고능력을 요구하는 것들이었다. 희귀분석 결과, 전년도 과학성적과 논리적 사고력이 PCT 성취도에 가장 예견력이 높은 두 변수이며 5학년의 경우 성취도의 약 22%의 변량을, 중2의 경우 성취도의 약 40%의 변량을 설명하였다. 후속연구로서 내용의 추상성, 적절성, 그리고 요구되는 논리적 능력면에서 교수조건의 변형을 통한 오개념의 변화와 감소에 대한 실험적 연구가 제시되었다.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.15 no.3
• /
• pp.1355-1366
• /
• 2014

The purpose of research is to find out the factors that affects multi cultural acceptance of parents' child rearing behavior of elementary school students and psychological well-being. In order to accomplish the purpose, survey was conducted on 328 elementary school students in the city of I. The results were first, parents' child rearing behavior of elementary school students, psychological well-being and multi-cultural acceptance didn't have difference by background variables. Second, significant relationship was present on parents' child rearing behavior of elementary school students, psychological well-being and multi cultural acceptance, Third, parents' child rearing behavior of elementary school students and psychological well-being have positive impact on multi-cultural acceptance. As seen in such results, in order to achieve effective acceptance on multi culture in regular household, the awareness and attitude on parents' child rearing behavior and feeling of psychological well-being need to change and that will have positive impact to live together for students from regular household and multi culture household as a member of multi culture society.

• Korean Educational Research Journal
• /
• v.43 no.1
• /
• pp.125-152
• /
• 2022

The purpose of this study is to examine the differences of perceptions of teachers and students regarding teaching skills. For the analysis, data was collected by ICALT(International Comparative Analysis of Learning and Teaching) class observation tool and students survey called My Teacher Questionnaire. a student survey. The data of teachers and students can be compared because as the two tools have seven common domains(Safe and stimulating learning climate, Efficient organization, Clear and structured instructions, Intensive and activating teaching, Adjusting instructions and learner processing to inter-learner differences, Teaching learning strategies, Learner engagement). In 2016, in Daejeon, Chungbuk and Chungnam. trained teachers collected data from 106 classes, and 2,866 students responded the survey. The reliability and validity of the two tools, class observation and MTQ(My Teacher Questionnaire) are proven to be satisfactory for use in Korean schools. Students perception on teaching was high, particularly when students are in lower grades and learning major subjects like English, Korean, and math. The domain of higher teaching skills, male students show higher perceptions while female students reported higher perceptions on lower-level teaching skill domains. To compare the perceptions of teachers and students, the predictive reliability of students engagement against teaching skill domains was used. Teachers showed higher predictive reliability on lower teaching skill domains while students showed higher predictive reliability on higher teaching skill domains. It is recommended for further study to develop a professional development model using a teacher class observation tool and the My Teacher Questionnaire for pre-service teachers and school teachers.

• The Journal of Korean Association of Computer Education
• /
• v.15 no.5
• /
• pp.43-53
• /
• 2012

This study was conducted considering current little research and needs on teacher variables, one of the critical factors, for the government's plan for the 'Smart Education 2015'. Accordingly, the study investigated the effects of teachers' personal backgrounds and understandings on attitudes towards Smart Education. A total of 264 survey responses were analyzed from the participants of middle school teachers in the Metropolitan area. As a results, it was found that the teachers' did not understand Smart Education much and there needed to be improvements on attitudes toward Smart Education as well. Meanwhile, age was a significant variable for attitudes, however, gender and possession of smart devices were not. For successful implementation of Smart Education in the near future, enhancement of understandings and attitudes, professional developments considering ages, and further research on the issue for students and parents were suggested.

• Journal of the Korean Geographical Society
• /
• v.39 no.6 s.105
• /
• pp.971-983
• /
• 2004

It is increasingly clear that student mastery of concepts and skills in geographic education is based on a complex set of variables. Sex and gender are the key variables. Much has been written about biological sex differences in learning, but less attention has been paid to the impacts of socio-cultural gender on learning geography. As such, the aims of this paper are two-fold. First, to examine theories which seek to explain why males and females might differ in their geographic and spatial knowledge or skill. Second, to examine the extent of sex differences and gender traits in the geographic learning. The results of study illustrate clearly that there are more similarities than differences between the sexes. Therefore, there are significant gender differences between the preferences of regions, contents, activities in the secondary geographic learning. The results also provide insights into improving contents and method of geographic education.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.1
• /
• pp.67-78
• /
• 2010

The purpose of this study was to examine hope in relation to social support in adolescents. Four hundred adolescents at two middle schools and two high schools participated in Gwangju metropolitan city. Hope and social support were assessed using self-report questionnaires. Findings indicated that there were significant positive associations between social support and level of hope in adolescents. Adolescents' hope was influenced by gender, religious experience and social support. Specifically, informational support of parents and appraisal support of friends were the two most important factors in explaining hope of adolescents.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.2
• /
• pp.45-60
• /
• 2010

The purpose of this study was to analyze the effect of knowledge and perception of environmental problems on pro-environmental behavior of youth. The data used for this study were collected using questionnaire. The sample for this study consisted of 654 junior and high school students living in Seoul and Gyeong-gi Province. Descriptive statistics and multiple regression analysis were used to analyze the data. The following is a summary of the major findings. (1) The significant variables affecting pro-environmental behavior of youth were need of environmental education, source of environmental knowledge, level of perception on air pollution and scarcity of resources and energy, sex and total amount of allowance of students. These variables explained 20.5% of variance of pro-environmental behavior. (2) Environmental education related variables were the best predictor of pro-environmental behavior; knowledge of environmental problem variables had limited predictive power. (3) Recommendations for teaching-learning strategies have been suggested to enhance youth's pro-environmental behavior in school.

• 대한공업교육학회지
• /
• v.41 no.2
• /
• pp.1-23
• /
• 2016

This study was conducted to analyze the effect Meister high school students' career maturity with respect to the impact on school maladjustment. Also, this study clarify the relationship. This study purpose is to permanently provide Meister as the basis for the vocational education sector career education needed to faithfully serve as a special purpose high schools. Tools used for the survey is maladaptive measurement tools developed by Leegyumi (2004) and Career maturity measurement tools developed at Korea Research Institute for Vocational Education and Training (2012). Using these tools, a reliability test was conducted. Meister students' career maturity was conducted correlation analysis and multiple regression analysis to analyze the impact of school maladjustment. Independent variables are consisted of career maturity and independence, attitude toward the job, planning, self-understanding, rational decision-making, information retrieval, knowledge of the desired job, career exploration and ready for action. Meister high school student's career maturity according to the students' background variables are little girls was higher than boys, but it was not statistically significant. T-test was conducted to ascertain the career maturity and school maladjustment differences of adaptation groups and maladaptive group in meister school students in background variables. A career maturity and school maladjustment between adaptive and maladaptive population groups showed a statistically significant difference in background variables.

• The Journal of the Korea Contents Association
• /
• v.17 no.2
• /
• pp.623-636
• /
• 2017

The use of virtual reality(VR)-based interventions for students with autism spectrum disorders(ASD) has received special attention as evidence-based practices for its feasiblity, practicality, and appropriateness. However, there is little research to investigate the effects of VR-based intervention for students with ASD in Korea. This study identifies and reviews studies applying VR-based interventions. In total, 13 experimental studies were found that examine the effects of VR interventions published from 1990 to 2016. The selected studies were analyzed by 6 variables including publication year, participants, research design, independent variable, dependent variable, and outcome. The results of this study showed the feasibility of the implementing VR-based interventions in various age group students with ASD. In addition, the utilization of VR techniques was particularly effective in improving a wide range of social communication skills including facial recognition, empathy, joint attention, understanding social context, and resolving issues due to limited cognitive abilities. Several recommendations for the future study on VR-based intervention for students with ASD such as interdisciplinary approach to VR-based interventions, support needs regarding characteristics of ASD, generalization and maintenance of acquired technology, and consideration for participants' cultural background. were discussed.

• Journal of Gifted/Talented Education
• /
• v.25 no.6
• /
• pp.905-926
• /
• 2015

This study examined differences among high, medium, and low achievers' motivation, self-regulation strategy, and learning style in an online gifted program. The sample included 788 middle and high school students who participated in the 3-months online gifted program. Participants volunteerly completed 60 questions on their motivation, self-regulation strategy use, and learning style. Multivariate analysis of variance(MANOVA) was conducted for data analysis using SPSS 19.0. The results of this study showed that (1) as levels of students' achievement increased, levels of intrinsic motivation increased as well; (2) statistically significant differences also existed on the levels of elaboration strategy, effort management, and time management strategy use among three levels of achievement and (3) no significant differences in students' learning style preference were found between competitive or cooperative learning style. To sum up, high achieving students' levels of intrinsic motivation, elaboration strategy, effort management strategy, and time management strategy use were the highest compared to medium and low achieving students.