• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.261-271
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• 1997

This study evaluates on students' understanding and misunderstanding of homeostasis, classification of animals and plants, and food production in plants, and analyzes the teacher factor as a possible source of students' misconception. A total number of 863 students and 47 biology teachers at the middle and high school were randomly selected. Students' conceptions and misconceptions were measured with concept evaluation statements (CES) which was translated into Korean by author. The CES was developed and validated by Simson and Marek (1988). Teacher's misconceptions were investigated the way in which teachers marked students' work. The supposed answer given to the teachers to mark was based on misconceptions held by students tested in concept evaluation statements. The results of this study are as follows : 1. 0% of 7th Grade students, 4.5% of 9th Grade students and 5.4% of 11th Grade students understood homeostasis. There was a significant difference at the level of students' understanding of homeostasis according to schools and gender(P<0.05). Many students had a tendency of understanding the conception of the homeostasis by experiences and unscientific use of everyday language rather than a scientific concept. 2. 0.4% of 7th Grade students, 3.1% of 9th Grade students and 2.9% of 11th Grade students understood classification of animals and plants. There was a significant difference at the level of students' understanding of classification of animals and plants according to schools and gender(P<0.05). Students classified animals and plants through personal experiences and observations instead of trying to classify through microscopic analysis of animals and plants cell. 3. 1.2% of 7th Grade students, 10.3% of 9th Grade students and 19.4% of 11th Grade students understood food production in plants. There was a significant difference at the level of students' understanding of food production in plants according to schools and gender(P<0.05). Students had a misconception that food production in plants was done by an absorption of nutrients from soil not by photosynthesis. 4. A large proportion of teachers surveyed in this study appear to have misconceptions about homeostasis (38.1%), classification of animals and plants (34.1%), food production in plants (40.4%). The male teachers had. more misconceptions than female teachers(P<0.05). However, they didn't show any significant differences according to schools and teaching experience(P<0.05). 5. According to the investigation of teachers' perception, 29.8% of the teachers acknowledged that they might be a cause for students' misconceptions. This study shows that 38.3% of teachers did not understand the analyzed biological concepts precisely. By comparing the data of students and teachers, it turned out that teachers participate in the students' misconceptions. And teachers themselves acknowledged that students' misconceptions could be caused by them. Therefore. teachers' right understanding of fundamental biological concepts should precede to students' biology education. New training programs for biology teachers seem to be urgent.

• Journal of Environmental Impact Assessment
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• v.15 no.6
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• pp.357-372
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• 2006

The excessive land activities in farming can cause soil erosion, inundation by a flood, and fallow. So far land evaluation has been analyzed using the land use limitation derived from the excessive land activities. This study was done for evaluating the agricultural fields by using 3 land use limitations, inundation potential, soil erodibility potential, and fallow potential. The study area is Ibang-myeon, Changnyeong-gun, Gyeongnam-province, Korea. A logistic regression model was applied to recognize the inundation potential by a flood in the Nakdong river basin. And potential soil erodibility index (PSEI) was derived from USLE model to analyze the soil erodibility potential. And a probability model from a logistic regression model was applied to detect the fallow potential. Therefore, we found 220.7ha for the 4th grade and 86.1ha for the 5th grade was analyzed as water damage potential. Large area near Nakdong river have problem to grow the rice due to the damage by water inundation. And 213.6ha for the 3rd grade and 103.3ha for 4th grade was detected as a result of the analysis of soil erosion potential. The soil erosion potential was high when within-field integrity of soil was not stable, or the kinetic energy was high or the slope length was long due to a steep slope of a specific land. And 869.1ha for 3rd grade, 174.9ha for 4th grade, and 110.6ha for 5th grade was detected to be distributed having the fallow potential. Especially, a village, having a steep mountain, had 249.5ha for the 3rd grade, which was 28.7% of total area showing the 3rd grade. Finally, Three villages, including An-ri, Geonam-ri, Songgok-ri, showed they had largest area of the suitable land in the study area. These villages had similar topographic condition where they were far from Nakdong river, and they had relatively higher elevation and flat lands.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.735-750
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• 2013

The purpose of this study is to relieve the difficulties caused by science terminology in science learning and increasing the efficiency of science education. The reason why students experience difficulties in science terminology is because science words are used without being filtered by a criteria and students have not had the opportunity to be educated properly in science terminology. As a way to solve this problem, we propose establishing a criteria about the science words used in science education and to teach the science words systematically to the students under the criteria. In this study, we used the method of empirical linguistics that investigate the science terminologies actually used in science education to establish a criteria for science words. As a basic research for this, we analyzed all words contained in the physics section of science textbooks for elementary and secondary schools. And then, we collected all words used in the physics section of science textbook, and selected the science words for teaching, and rated them by grade. As a result, a total of 930 physics terms were selected as the science words for grade 3 to 10. The numbers of physics terms per grade were as follows: 66 words for the 3rd grade, 38 words for the 4th grade, 35 words for the 5th grade, 28 words for the 6th grade, 203 words for the 7th grade, 135 words for the 8th grade, 123 words for the 9th grade, and 302 words for the 10th grade.

• Journal of Biosystems Engineering
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• v.37 no.4
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• pp.215-224
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• 2012

Purpose: This study was conducted to classify the energy efficiency of 131 tractor models tested during from 2006 to 2010 in Korea. Methods: Four sub-indexes were developed using the fuel consumptions at 60% and 90% of rated speed with partial loads and at pull speeds of 3.0 km/h and 7.5 km/h with maximum drawbar pull. Weighting factors of the sub-indexes were also considered to reflect the characteristics of tractor's actual working hours in Korea. Four sub-indexes were integrated into a classification index. Using the developed classification index, a five-classification system was made on the basis of normal distribution of tractors over the classification range. Percentage of $1^{st}$ grade interval was expected to be close to 15%, $2^{nd}$ grade 20%, $3^{rd}$ grade 30%, $4^{th}$ grade 20%, $5^{th}$ grade 15%. Results: Number of $1^{st}$ grade was 21, $2^{nd}$ grade 23, $3^{rd}$ grade 39, $4^{th}$ grade 33, $5^{th}$ grade 15 among 131 models. Conclusions: Classification index was developed by integrating four sub-indexes. By the classification method using developed index, distribution of classified tractors was acceptable for practical application.

• Journal of the Korean Society of School Health
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• v.14 no.2
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• pp.289-300
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• 2001

The purpose of this study is to offer basic data on sex education for middle and high school students through content analysis of sex education subjects. The objects of this study were sex related subjects in the 7th grade curriculum and sex education guide books. The results were as follows: According to the results of analyzing sex education topics classified by grade, the 7th grade accounted for 35.2% of total topics, the 8th grade 2.9%, the 9th grade 2.9%, and the 10th grade 32.3%, the result of analyzing sex education topics classified by subject, showed 76.4% of total topics in sex education guide book, 29.4% were technique and domestic subjects, 20.5% were physical subjects, 17.6% were moral subjects, 8.8% were science subjects, 2.9% were society subjects. The domains which were chiefly concerned in sex education curricula for middle school students were "Human Development", "Relationship", and "Sexual Health". On the other hand, the domains which were mainly concerned with sex education curricula for high school students were "Relationship", "Sexual Behavior" and "Sexual Health". Most sex education subjects provided less instruction concerning "Personal Skills" and "Sexual Behavior" than other domains. The suggestion according to the results were as follows: It is desirable to teach sex education as an integrated subject. Especially, sex education should be a part of a comprehensive school health education program. Because this study focused on analyzing materials for teachers, further research is recommended to analyze sex education materials for students.

• School Mathematics
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• v.7 no.4
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• pp.337-352
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• 2005

In this study, we carried out a case study with 38 pre-service mathematics teachers. A theoretical basis of this study is the 'technology principle' by NCTM(2000) and teaching-learning methods by the 7th curriculum. Using mathematics program(Grafeq.), we executed classroom activities for developing materials assisting teaching-teaming for 7th-9th grade mathematics. Pre-service mathematics teachers constructed mathematical designs for each grade by Grafeq. program. We tried to find the results for three research problems. On the basis of observation data, interview data and document materials, we analysed our results as follows. First, our activities help Pre-service mathematics teachers to examine and understand each grade mathematics. Second, we can developamathematicaldesignineachgrade mathematics. Therefore mathematical designs developed in this study can be used middle school mathematics classroom. Third, pre-service mathematics teachers gained the belief that the activities using mathematical in this study can be applied program. effectively to teaching and loaming school mathematics.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.529-537
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• 2020

Scratch is Educational Programming Language, and it has been widely used in Elementary school SW Education. Many studies show that Scratch education is helpful for students' computational thinking and problem solving. However, the lower grade students use scratch less than the higher grade students, and the higher grade students have difficulty in understanding basic programming principles such as sequence, repetition, and condition. Therefore, in this study, we developed Scratch electronic blocks and programming education curriculum. We had classes for 2nd grade and 6th grade students, and it was confirmed that the score of 2nd grade students' interest about programming increased from 3.28 to 3.58 and 6th grade students' interest increased from 3.41 to 4.09. As a result of the programming basic principles understanding assessment, 84% of the 2nd grade students solved more than 7 of the 9 questions and 62% of the 6th grade students solved more than 7 of the 9 questions.

• Journal of Convergence for Information Technology
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• v.9 no.12
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• pp.62-70
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• 2019

The study used cross-lagged path modeling to examine the longitudinal associations between self-esteem and community spirit among adolescents. This is a longitudinal study designed to examine the developmental changes of adolescents' self-esteem and community spirit in Korea. This study used the data collected by the Korean Children and Youth Panel Survey (KCYPS) from 2014 through 2016. Participants were surveyed from the 5^th grade to the 7^th, which belonged to the 1^st elementary school cohort panel of the KCYPS. To be used as the data of this study, children should have all information at 3-time points: the 5^th grade; 6^th grade; 7^th grade. The collected data were analyzed with PSAW 18.0 and AMOS statistical program. The participants in this study were 903 males (51.6%) and 847 females (48.4%). The level of self-esteem was 3.29±.51, 3.19±.55, and 3.15±.57 point at 5^th grade, 6^th grade, and 7^th grade each. The level of community spirit was 3.12±.52, 3.09±.59, 3.15±.55 point respectively. Community spirit from elementary school to middle school is consistently predicted by previous self-esteem. Likewise self-esteem has a significant predictive effect on subsequent community spirit.

• Journal of the Korean Chemical Society
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• v.47 no.1
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• pp.67-71
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• 2003

The present study examined the inquiry type, process, and context of activities presented in the matter field of the 7th grade science textbook based on the 7th curriculum. It was to investigate for educational suggestions in instruction and development of science textbook. Three units of ‘three states of matter', ‘motion of molecule', ‘the state change and energy' were analyzed. The result indicated that the types, processes and skills, and context of inquiry were not balanced, and learners should be educated with complementary inquiry activities. It is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization for development of the science textbook to accord with aims and objectives of curriculum.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.35-55
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• 2000

There seems to be a public consensus that the content of Korean mathematics textbooks is extensive and of a high level of difficulty. However, such judgment is the result of a generalization based on individual experience or on the results from comparisons of the international levels of achievement. Therefore, a more objective and stricter approach to the determination of the quantity and level of difficulty of mathematics content is necessary. For this purpose, this study has compared the content of Koreas 6th and 7th junior high school curriculums, and the Korean mathematics curriculum to textbooks of the United States, which has a considerable influence on the making of Korean mathematics textbooks. First of all, a comparison of Koreas 6th and 7th junior high school mathematics curriculums showed a slight reduction in the total quantity of content, as more content was deleted than was added in the 7th curriculum. However, given the fact that the number of hours of mathematics classes has been reduced, the reduction in content cannot be regarded as anything more than a simple reflection of the reduction in hours, proving that the 7th curriculum has not met its revision objective of reducing the content by 30%. Meanwhile, the comparison of the United States junior high school mathematics textbooks to Korea's 7th curriculum showed that the 7th grade content in the United States was much broader, encompassing content which in Korea ranged from the 2nd grade of elementary school to the 2nd year of junior high school. Therefore, on the surface, it may appear that the overall level of content in the American mathematics textbook is lower than that of the Korean. However, there are several cafes, such as statistics and probability, where certain content was more difficult and introduced at an earlier grade in the United States than in Korea. In fact, it can be said that Korea students tend to find content of the mathematics textbooks to be harder than they actually are because they are delivered as a mere aggregate of algorithms, with little consideration to its application in their everyday lives. In this respect, there is much room for improvement on the mathematics textbooks of Korea.