• Journal of dental hygiene science
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• v.7 no.3
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• pp.121-127
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• 2007

The purpose of this study was to analyze college students basic knowledge of oral health of a college student and compare with the knowledge of oral health between dental hygiene students and non-dental hygiene students. A survey was conducted on the residents in Gyeonggi-do and Gwangju from June 2006 to May 2007. The findings of the study were as follows: 1. Concerning the knowledge of oral health, dental hygiene students got the source of information most frequently from school work about oral health(80.0%) and non-dental hygiene students got from health programs of TV or radio(42.7%). Concerning the reason of keeping of oral hygiene, dental hygiene students were to preventive of dental caries(80.9%) and nondental hygiene students were to preventive of periodontal disease(52.4%). There were significant difference between dental hygiene students and non-dental hygiene students(p < 0.001). 2. The knowledge degree of dental caries, to the both groups, methods of preventing caries appeared regular brush and main cause of dental caries was not to brush. There were significant difference between dental hygiene students and non-dental hygiene students(p < 0.001). 3. Dental hygiene students answered about the knowledge of fluoride know fluoride(93.6%) and non-dental hygiene students answered (55.3%). Dental hygiene students thought that fluoride could preventive dental caries(85.5%) but non-dental hygiene students thought that fluoride couldn't preventive dental caries(51.0%). There was significant difference between dental hygiene students and non-dental hygiene students(p < 0.001). 4. In the knowledge of oral health state, both of groups, replied that their own tooth state is average but they concerned about their tooth health. There was significant difference between dental hygiene students and non-dental hygiene students(p < 0.001). About main cause of dental caries, students ranked that the first reason was the poor toothbrush and the second reason was the over intaking of sugared foods. 5. About knowledge of oral diagnosis, to both groups, students ranked that first could endure the pain and the second was in much pain. For both groups, students ranked that difficult of dental treatment was cost, fear and time. There was significant difference between dental hygiene students and non-dental hygiene students(p < 0.01). For both groups, when they visit dentist's office, they felt misgivings and fear.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.159-168
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• 2014

This study was designed to 10 questions as development of GAP program for ninety high school students(each student of 30 with achievement as high, medium, and low categories), it was analyzed the perception of Earth scientist. High school students have a positive perception about a course in Earth science, but they have lack of knowledge about Earth scientist as a career man, and they can't recognize Earth scientist as a career. A failure of learning of Earth science for Students with low level achievement leads to a negative perception about Earth scientist and disconnection to future career. School education should provide an opportunity to encounter Earth scientist for students and it is badly in need of effort to connect to the job training program.

• The Journal of the Korea Contents Association
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• v.7 no.9
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• pp.10-17
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• 2007

The purpose of this study is to reduce the group bully phenomenon of mildly mentally retarded(MR) students in middle schools. Video digital contents have been developed and applied to the class. As a result, the normal students' perception of MR students has improved drastically. Especially in the case of students who appeared in the film; their perception has changed a lot more than the students who didn't. Also, the students showed a tendency to recognize the scenes that were produced intentionally by the researcher In conclusion, it is effective to alter a student's attitude through the self-modeling video contents. Particularly, the self-modeling video contents that made by researcher's precise educational goal are more effective on the alteration of the students' perception and behaviors.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.600-608
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• 2011

The ultimate goal of instruction is for learners to understand contents they have to learn in class. Therefore, shedding light is needed on the characteristics of understanding required by teachers and perceived by students when class is conducted for the purpose of understanding. To do this, 87 middle school teachers were requested to write down questions they asked to improve the understanding of learners in 'reproduction and genesis' unit. They were categorized according to Wiggins & McTighe's six aspects of understanding and a questionnaire was developed based on the data. A survey was conducted on 90 teachers and 370 ninth-grade students. The findings of this study were as follows: First, the teachers demanded explaining, interpreting and perspective a lot, but applying, empathy and self-knowledge were scarcely required. Second, the teachers demanded explaining the most, and the students as well. The next aspect of understanding in both groups was interpreting, followed by perspective, applying, empathy and self-knowledge. There were significant differences among the opinions of the students according to gender (p<0.05). Third, the students persevered explaining, applying and self-knowledge the same way as the teachers demanded, but not for interpreting, perspective and empathy. This study is expected to provide some information to achieve the instruction objectives of understanding successfully.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.59-72
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• 2019

The purpose of this study is to show that epistemic considerations can be used meaningfully in the argumentation of elementary students, and to provide data on students' epistemic considerations that will be the basis for designing and evaluating scientific argumentation. The epistemic considerations in students' small group argumentations were explored based on Epistemic Considerations in Students' Epistemologies in Practice: EIP' suggested by Berland et al. (2016). The major results of this study are as follows: First, epistemic considerations in elementary school students' small group argumentation appeared in all four aspects: Nature, generality, justification and audience. The epistemic considerations varied according to context in each discussion situation. Second, epistemic considerations did not exist independently. They influenced each other and helped to reveal new types of considerations. The results of this study confirmed that argumentation can be used in elementary school science class. Understanding how students are involved in argumentation and how these epistemic considerations can affect students' argumentation can be helpful to teachers who design and evaluate small group argumentation. Students' achievement level affected epistemic considerations but learning approach types did not affect on. In addition, epistemic considerations may have a positive or negative effect on each other depending on the discussion situation in the process of interaction. So consideration of normative argumentation rules and teaching strategies should be considered in order for epistemic considerations to positively affect each other.

• Journal of The Korean Association For Science Education
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• v.9 no.2
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• pp.89-97
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• 1989

어떤 현상에 대한 학생들의 수업전 개념구조가 과학자들의 그것과 다를때 이 수업전개념을 간단한 정성적인 퀴즈를 통하여 학생 스스로 인식하게 하고 실험 또는 관찰을 통하여 학생 자신의 수업전개념 보다는 과학자들의 개념이 실험결과를 더 잘 설명할 수 있다는 것을 깨닫게 함으로써 학생들의 수업전 개념구조를 변화시키려는 교수모델을 고안하여 그 효과를 검토하였다. 고등학교 1학년 남학생 115 명(실험집단 58명, 비교집단 57명)과 고등학교 2학년 여학생 120명(실험집단 59명, 비교집단 61명)을 대상으로 뉴우턴 제2법칙에 대한 학습에 적용하고 2주후에 뉴우턴 제2법칙에 관한 시험(13문항)을 실시하였다. 그 결과, 퀴즈에 사용한 것과 유사한 상황을 다룬 문제에서는 실험집단의 성적이 비교집단의 성적보다 유의하게 높았다. 그러나, 같은 개념을 다루나 새로운 상황의 문제에서는 그 효과가 유의한 차이를 나타내지 않았다. 한가지 개념이 여러가지 새로운 상황속에 나타날때 학생들에게 이미 친숙한 상황과 새로운 상황사이의 유사점을 강조하며 위의 교수법을 계속하여 사용한다면 학생들의 뿌리깊이 밝힌 수업전 개념구조를 변화시킬 수 있으리라 사료된다. 위의 교수법은 학생들이 자신의 수업전 개념구조를 명확히 인식하고 그 불합리함을 깨달아야 하므로 자신의 수업전 개념구조에 근거하여 어떤 결과를 예측할 수 있는 예측논리(Expectation or biconditional Reasoning)가 형성된 이후의 학생들에게만 효과가 있으리라 가정하였으나 교수방법과 예측논리 사이에 유의한 상호작용효과(interaction offect)는 나타나지 않았다. 다만 여학생의 경우에서만 학생들에게 새로운 상황의 문제에서도 예측논리를 이미 형성한 실험집단의 평균이 이에 상응하는 비교집단의 평균보다 높았다. 이것은 남학생과 여학생을 지도한 교사의 교수경력과 학생들의 수업전 개념구조에 대한 교사의 인식정도에 큰 차이가 있었음을 고려할 때, 위의 수업방법을 사용하는 데 있어 교사가 학생들의 수업전 개념구조가 학생들의 개념획득에 얼마나 커다란 영향을 끼치는가에 대해 인식하는 것이 중요한 요인임을 시사한다.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.51-65
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• 2019

The purpose of this study was to collect information for the improvement of sewing practice classes and to draw implications by carrying out an investigation into the perception and needs of 185 students in the first grade of high school for sewing practice classes. The results of the study are as follows. First, most of the students perceived that the instructional objectives of the practicum as the utilization in everyday life. The students' perception of the class was moderately positive. In terms of the subfactors, the participation level appeared to be the highest while the comprehension level was the lowest. Also, the utilization level showed the greatest difference between male and female students. The results suggest that female students were more positive in their perception of the class than the male students because of the significant difference in the subfactors of class perception, excluding utility and teaching learning method satisfaction. Second, it appeared that the students were likely to use these skills in everyday life as a result of the sewing practice classes. In terms of the practice content, students preferred working individually in terms of organizing their own projects, making their own selections, and freely deciding the size of their products. This study demonstrated that the students preferred teacher-centered classes when acquiring skills and knowledge and student-centered classes when brainstorming and performing the teacher's role. In terms of instructional management, the students preferred four to six 50-minute long lessons per semester and no group work involved.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.997-1006
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• 2015

Perception of the experiment is one of the most important factors of students' understanding of scientific inquiry and the nature of science. This study examined the perception of middle and high school students of the meaning of 'experiment' in the biological sciences. Semantic network analysis (SNA) was especially used to visualize students' perception structure in this study. One hundred and ninety middle school students and 200 high school students participated in this study. Students responded to two questions on the meaning of 'experiment' in science and biology. This study constructed four semantic networks based on the collected response. As a result, middle school students about the 'experiment' in science are 'we', 'direct', 'principle' of such words was aware of the experiments from the center to the active side. The high school students' 'theory', 'true', 'information' were recognized as an experiment that explores the process of creating a knowledge center including the word. In addition, middle school students relative to 'experiment' of the creature around the 'dissection', 'body', high school students were recognized as 'life', 'observation' observation activities dealing with the living organisms and recognized as a core. The results of this study will be used as important evidence in the future to map out an experiment in biological science curriculum.

• Proceedings of the KAIS Fall Conference
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• 2010.05b
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• pp.1217-1220
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• 2010

본 연구는 초등학생들의 안전의식이 사고유형 위험인식에 미치는 영향에 대한 관련성을 알아보고자 시도하였다. 2009년 6월 25일부터 7월 15일까지 J도 소재 J시 K시 4개교에 재학하는 초등학생 378명에 대하여 실시하였다. 통계처리는 SPSS WIN 12.0 Version 프로그램을 사용하였으며, 통계적 유의성은 p<.05로 설정하였다. 안전실태의 특성의 변수들과 안전의식, 사고유형 위험인식 간의 상관관계는 안전의식은 외상사고 위험인식(r=.179, p<.01)과 환경사고 위험인식(r=.104, p<.05)에 양의 상관관계를 보였다. 사고유형 위험인식 전체에 대해서 살펴보면 1년 내 안전 교육($\beta$=.139, t=2.654, p<.01)과 교통안전의식($\beta$=.172, t=2.714, p<.01)이 사고유형 위험인식에 유의한 영향을 주는 것으로 나타났다.

• The Journal of Korean Association of Computer Education
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• v.20 no.6
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• pp.37-45
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• 2017

In this paper, I analyzed on the differnce of thinking for SW education of SW education research schools' students in 2016 according to background variables - school level, period of SW education and time of internet using. Also, I analyzed the corelation between student's thinking for SW education and background variables. As a result, I found the lower school level and the longer period of SW education, the more positive thinking for SW education is. Also, I found that when time of student's internet using are 1 hour or 2 hour, student's thinking for SW education is the most positive. But I confirmed that the period of SW education and time of student's internet using didn't give any influence to student's think for SW education. Based on result of analysis, I proposed necessities for research of method that method middle school student feel interesting on SW education and method that student keep interesting on long-term SW education.