• The Journal of Korean Society for School & Community Health Education
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• v.10 no.1
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• pp.61-86
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• 2009

본 연구는 영문으로 발표된 문헌고찰을 통해 한국의 청소년 자살행동의 예측요인을 종합적으로 이해하고 이과 관련된 정책과 중재프로그램의 동향을 파악하는데 그 목적을 두었다. 이 연구의 목적은 나아가 한국 청소년 자살을 감소시키고 억제하는데 필요한 효과적인 중재방안의 개발에 근거자료로 활용될 수 있다. 본 연구는 주제어 검색을 통해 4대 사회과학 검색엔진을 활용하여 문헌검색을 하였고 Citation Pearl Growing 기법을 적용하여 영문으로 발표된 학술지 게재 논문을 선별하였는데 추가적으로 국회도서관 전자 데이터베이스를 이용하여 최근 청소년 자살에 관한 대표적인 2개의 보고서를 찾아 고찰하였다. 본 문헌고찰은 청소년 자살예방 중재 프로그램 뿐만 아니라 청소년 자살행동에 영향을 주는 요인을 거시적, 미시적 차원으로 논하였다. 청소년 자살행동에 기여하는 거시적 또는 사회적 요인은 국가 경제수준, 대학입시에 대한 학업성취도 스트레스, 그리고 매체 및 인터넷 문화였다. 개인적 또는 미시적 위험요인은 6개의 영역으로 나누어 설명되었다. 일반적 특성, 가족 특성, 학교 환경, 약물 사용, 정신적 장애, 성적 정체성이었다 이 6개 영역의 위험요인들이 서로 조합되면서 청소년에게 자살 의도나 시도가 일어나도록 하는 경향이 높았으며 이중 청소년 자살 예방에 우선적인 3대 요소는 자아정체성 확립, 정신건강 중재서비스의 제공, 거시적 예방 정책의 구조화로 분석되었다. 종합적으로 학교는 정규학교교육과정과 학생 검사를 통해서 일반적인 정신건강교육을 실시하고 위험학생을 선별 하는데 핵심적인 장이다. 따라서 학교를 경유한 위험학생 선별사업과 이에 따른 교육 및 중재 프로그램의 지원이 활성화되는 것이 필요하다.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.385-390
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• 2023

The purpose of this study is to identify the antecedents and consequences of perceived fairness of assessment in an online class, such as Google classroom. Based on an extensive literature review, a research model and research questions were designed. We found that the perceived interactivity of contents and social presence were found to be antecedents of perceived fairness of assessment. Further, perceived fairness of assessment was found to have a substantial influence on class satisfaction and achievement.

• Journal of the Korean Society of Radiology
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• v.8 no.6
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• pp.309-315
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• 2014

This paper presents basic supporting data necessary for planning an educational intervention strategy as part of a communication strategy that would form an extensive national consensus on and enhance national understanding of irradiated foods. A survey was conducted to collect data on the knowledge, attitude, and behavior with regard to irradiated foods among high school students, on whom education has a great ripple effect compared with the general public. The results show that 82.9% (627 students) have acquired no information, whereas 89.3% (675 students) have received no education on irradiated foods. The reason for these overwhelmingly large percentages is the lack of available opportunity for education(88.2%). Their level of knowledge on irradiated foods scores 1.71 points (out of 10 points), which is very low, whereas their attitude toward the safety of irradiated foods scores 2.76 points (out of 5 points), which is relatively low as well. As such, we predict that their tendency to purchase and consume irradiated foods is low, given their very low level of knowledge of and negative attitude toward irradiated foods. The students who have been educated on irradiated foods show a higher level of positive attitude (p<0.001) toward irradiated foods compared with those who have had no education. This result suggests the need to provide high school students with knowledge on irradiated foods as well as education in the same to help them form a proper attitude toward these food items.

• Science of Emotion and Sensibility
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• v.9 no.4
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• pp.367-375
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• 2006

The present study applied cognitive continuum theory to university environment in order to demonstrate that students' cognitive modes move along the continuum to be adaptive to the certain situation. This study also compared students' cognitive modes and the generally required modes in the university. The results showed that the students used corresponding cognitive modes to each subject even though they had different cognitive styles in general. It means that the students are adaptive to various tasks. And, the comparisons of the students' cognitive modes with the require4 modes in the university showed that the university tended to induce the students to use analytical cognitive modes. Therefore, the university faculty should be aware that they usually induce the analytical modes, and that they need to use various kinds of cognitive modes in order for the students to have adaptability and flexibility. However, the study did not demonstrate that the students would perform better when they fitted their cognitive modes into each subject.

• Journal of Science Education
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• v.38 no.3
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• pp.703-717
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• 2014

In physics, metal simulation is an important mechanism to understand and create concepts. If students have difficulty in mental simulation, understanding the concept of physics also gets difficult. By providing guide for spatial manipulation to students, 3D simulation contents can help them understand the concept of physics. In this study, the 3D simulation contents developed to help understanding the concept of light going straight and shadow is applied to 20 college students. The results, Hake gain is 0.93, showing high level of understanding about the class. In addition, through mental simulation, students predict the phenomenon well about the new context. This is shown that students' understanding of concept through 3D simulation contents are carried out well.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.239-252
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• 2017

The purpose of this study is to examine metamodeling knowledge and its components, which means knowledge about model and modeling required for students and teachers for successful application of modeling in the field of science education based on research literature. For this, we analyzed and categorized major previous studies on modeling and modeling through research literature methods. Metamodeling knowledge aims to recognize models and modeling and is the most crucial element to create a scientific model in scientific modeling practice. The point of view of metamodeling knowledge proposed in this study is categorize nature of model, multiplicity of model, purpose of model, modeling process, and evaluation and revision of model. Students should be able to achieve more in-depth understanding through the awareness of the nature of the model. The development of metamodeling knowledge can facilitate students' science learning.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.407-417
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• 2018

The purpose of this study is to analyze the roles of classroom activities in science lessons and student learning motivation in achieving students' scientific competencies, and to suggest implications for science lessons to develop scientific competencies. For this, based on the PISA 2015 data of Korean high school students, we analyzed how classroom activities in science influenced students' scientific competencies through learning motivation variables. As a result of the path analysis, the activities emphasizing interaction and a link to real life predicted intrinsic motivation, instrumental motivation, and science efficacy significantly. On the other hand, the activities that emphasize the student-led inquiry process did not show any effect on learning motivation. In addition, the higher the motivation to learn the science, the higher their scores in three scientific competencies: explaining phenomenon scientifically, evaluating and designing scientific inquiry, and interpreting data and evidence scientifically. The practices of school science lessons indirectly influenced the achievement of scientific competence through learning motivation. Specifically, the activities emphasizing interaction influenced achieving scientific competencies through intrinsic motivation, and the activities emphasizing linkage to real life influenced it through all learning motivation variables. Finally, we discussed some implications for the roles and practices of school science class for enhancing students' scientific competencies.

• Journal of The Korean Association For Science Education
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• v.25 no.3
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• pp.400-410
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• 2005

According to the cognitive conflict process model, student anxiety factor is known to have both positive and negative effects on student response behaviors in a conflict situation for conceptual change learning. However, there is little research that reveals what type of anxiety, either constructive or destructive, is related when conducting step-by-step experiments to resolve cognitive conflicts. This study attempted to learn the characteristic of explanatory hypothesis according to anxiety type after conducting five step-by-step experiments related to action and reaction concept. Results found that students who belonged to the types of 'conviction in logical misconception', 'insisting on additional variables', and 'reasonable modification' suggested explanatory hypothesis close to physical nature. On the other hand, those who showed the other five types of anxiety ('compatible predictions', 'dependence on others', 'fusion of past experience', 'lack of confidence', and 'conflict with past experience') suggested temporary supported hypothesis or simple explanatory hypothesis according to student intuition and simple observation. These results indicate that students in the above-mentioned five categories need more external interactions with instructors based on the type of anxiety related to student behavior. In addition, the results present student characteristics which instructors should be more attentive to when using step-by-step experiments to resolve cognitive conflicts.

• Proceedings of the Korea Information Processing Society Conference
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• 2018.05a
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• pp.244-246
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• 2018

학습관리시스템의 도입으로 학습자들은 다양한 형태로 학습하게 되고 데이터를 남기게 된다. 교육데이터마이닝은 다양한 형태로 기록되는 교육 데이터를 분석해서 유의미한 정보를 찾아 내는 방법이다. 교육데이터마이님을 활용하면 학생 개인의 학습성과 향상에 도움을 주거나 학습성과 예측 결과를 참고하여 부족한 부분을 지원해 줄 수도 있다. 기존 연구에서는 학습자의 행동 영역 특징이 학습성과에 영향을 끼친다는 것을 검증하기 위하여 나이브 베이즈, 의사결정트리, 신경망 기계학습알고리즘으로 데이터를 분석했다. 따라서 본 연구에서는 기존 연구를 확장하여 학습자의 행동 영역 특징이 학부모 학교 만족도에 영향을 끼치는지 여부를 확인하는 실험을 수행했으며 kNN, 의사결정트리, SVM 기계학습 알고리즘으로 데이터를 분석하였다. 분석결과 학습자의 행동 영역 특정이 학부모 학교 만족도에 영향을 미치는 것을 확인했다.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.286-298
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• 2003

The purpose of this study was to analyze scientific thinking types and processes generated in inductive inquiry by college students. Subjects were three college student. Three inductive tasks were developed: Caminalcules set I which is a task consisted of 6 imaginary animals, a potato task which is a task about the interaction between juiced potato and $H_2O_2$, and Caminalcules set 2. Subjects' thinking types and processes were investigated through thinking-aloud method and interview. Subjects' performances were recorded on videotapes and analyzed. Subjects have shown 5 types of inductive thinking in the first task; observing, discovering commonness, discovering pattern, classifying, discovering hierarchy. The processes of inductive thinking shown by students are followed; observing $\rightarrow$discovering commonness $\rightarrow$classifying $\rightarrow$discovering pattern $\rightarrow$discovering hierachy. The subtypes of inductive thinking on observing were investigated by the analysis of subjects' performance on the second task. In analysis of protocol, student' thinking types on observing have been classified as simple observing and operational observing. Operational observing has been categorized conjectural observing and predictive observing. The subtypes of inductive thinking on classification and hierarchy were investigated by the analysis of subjects' performance on the third task. In analysis of protocol, students' thinking types on classification have been searching criteria for classifying and selecting criteria for classifying. Subtypes of discovering hierarchy have been classifying groups and hierarchical ordering by students. Processes of classifying groups proceeded from searching criteria for classifying to selecting criteria for classifying.