• Journal of the Korean Chemical Society
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• v.60 no.5
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• pp.353-361
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• 2016

The goal of this study was to examine the current status of science teachers’ stage of concern (SOC) and level of use (LoU) on descriptive assessment and determine the relationship between SoC and LoU. To achieve this, concerns-based adoption model (CBAM) was used, and a survey was conducted on 138 science teachers. The data from this study were analyzed by frequency analysis, percentile analysis based on CBAM, χ² test, and Spearman correlation analysis. SoC and LoU of the science teachers observed in this study are as follows. First, the science teachers’ overall SoC for the descriptive assessment was low and showed a typical pattern of the initial stage when the program was introduced. Second, LoU analysis on descriptive assessment showed that the “mechanical Use” (N=49, 35.5%) or “routine” (N=48, 34.8%) accounted for the majority. Third, the Spearman correlation between SoC and LoU on descriptive assessment was .299(p<.01). This suggests that teachers’ SoC needs to be increased in order to promote higher LoU on descriptive assessment, which requires new alternative measures.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.509-517
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• 2018

As the necessity of maker education is being emphasized and the app generation is now entering school, expectations concerning the impact of app development education are rising in the field of education. The introduction and rise in popularity of a new type of education, such as app development education, requires a change in attitude among teachers. Therefore, this study focused on the concerns of in-service teachers regarding app development education by applying the Concerns-Based Adoption Model (CBAM) of Hall and Hord (2015). For this purpose, the data was collected from 23 in-service teachers who attended a short teacher training session that introduced app development training. The data was converted to the relative intensity based on the stage of concerns questionnaire (SoCQ) scoring device and was expressed as the SoCQ profile. The results of the survey concerning app development education showed that the stage 0 concern (unconcerned) was reported most frequently by teachers and the stage 4 concern (consequence) was reported least frequently. This kind of result, which is typical at the beginning of the introduction of a new education program, indicates that teachers recognize app development education but do not have sufficient information regarding it. Qualitative results also showed that teachers understand the educational possibilities of app development education, but they were worried about the difficulties expected to be applied in the field. Based on these results, we suggest that more detailed information on app development education be provided through teacher training.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.917-934
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• 2014

Through the concern-based adoption model (CBAM), this study aimed to determine the differences in gifted-education OJT-received teachers' concerns about gifted education by stage before and after the OJT. This study surveyed 162 elementary and secondary school teachers who participated in 2014 gifted-education OJT hosted by City B's Gifted Education Promotion Institute, and of them, 102 effective questionnaires were analyzed to determine the difference in their concerns about gifted education by variable (gender, school grade, and subject) before and after the OJT. This study found that the OJT was essential to foster gifted-education teachers and to expand their basic knowledge and skills for gifted education, and that the OJT boosted the teachers' confidence and met their needs.

• Journal of vocational education research
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• v.37 no.6
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• pp.1-15
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• 2018

The objective of this study is to provide the basic data for the efficient operation of industry-academia partnership apprenticeship school, by analyzing the interest in the relevant policy, targeting the interested parties of school and corporation as the two main subjects operating the industry-academia partnership apprenticeship school. Using the Concerns-Based Adoption Model(CBAM) used for understanding the interested parties' interest in the adoption of a certain new changing. In the results of analysis, first, currently, the operating subjects of industry-academia partnership apprenticeship school showed the similar interest with the pattern of nonusers. In other words, currently, based on the curiosity about the relevant policy, they are interested in which roles they should perform for the successful operation. Second, when dividing the operating subjects of industry-academia partnership apprenticeship school into school parties and corporate parties, the results of examining the differences in the interest of each subject are as follows. First, in the stages except for the Stage 0(indifference), the interest of school parties was relatively higher than the one of corporate parties. It might be because the school's role is bigger in the operation of industry-academia partnership apprenticeship school, contrary to the advanced countries. In other words, in case of school parties, the overall and general understanding of the relevant policy is premised, so that their interest of each stage is higher than the one of corporate parties. Especially, the Stage 5(cooperative interest) showed the biggest differences. As the cooperation between industry and academia is the success factor of the relevant policy, it would be necessary to implant the concrete measures for industry-academia cooperation in school parties, and also to implant the importance of industry-academia cooperation in corporate parties. Next, both operating subjects showed the lowest intensity in the Stage 4(consequential interest). It means that the operating subjects' interest in the evaluation of apprenticeship students is relatively low.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.431-440
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• 2017

This study surveyed pre-service early childhood teachers' level of concern about software education on the assumption that software education will be introduced into early childhood education in the future. It was shown that the pre-service early childhood teachers' level of concern about software education is the highest at stage 0(95%) and that they have a high level of informative, personal and managerial concern. Thus, a non-user pattern was mostly indicated. However, compared to the typical non-user pattern, their personal and informative level of concern is slightly higher. A 'tailing up' phenomenon to stage 6(refocusing) was shown. Hence, a pattern aspect close to critical non-user appeared to some extent. A difference in the significant level of concern was shown at all stages, except for managerial concern, according to the need for awareness, the appearance of a future implementation plan, and technology efficacy level. Based on this outcome, it was proposed that teacher training in early childhood software education should be made available as part of the educational activity connected with the Nuri Curriculum, since this would be more suitable for young children's developmental level than the early childhood software education, including coding education, etc., currently found in private institutions.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.634-645
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• 2014

The purpose of this study was to analyze the teachers' stages of concern and levels of use on STEAM of the 2009 elementary science curriculum and to support effective application according to the teachers' stages and levels. Therefore this study was conducted by the Concerns-Based Adoption Model (CBAM). The total number of 113 teachers participated in this study. The results of the study were as follows: First, most teachers were in the stage of awareness. Second, the results of the chi-square test showed that the stages were significantly different according to their positions, training experiences and final degrees (p<.05). Third, about half of teachers were in the level of orientation and preparation. The others were in the level of routine, integration and renewal. Fourth, the results of the chi-square test showed that the levels were significantly different with the categories of their gender, position, age, career in education, workplace and training experience (p<.05). Fifth, the correlation coefficient between stages of concern and levels of use (r=.59) was relatively high (p<.05). Based on these results, we suggested that the support of application should be provided according to the teachers' stages and levels.

• Journal of Korean Home Economics Education Association
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• v.14 no.2
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• pp.37-52
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• 2002

This study was made on the concerns and implementation of the ICT(Inormation and Communication Technology)-utilized lesson by home economics teacher. The objective of this study is to investigate the stages of concern and the level of use of the ICT-utilized lesson by home economics teachers in Kyunggi Province through the concerns based adoption model(CBAM) and to provide assistance for ICT-utilizing lesson to be efficiently adopted to home economics. This study made selected 200 schools by random sampling among 233 middle schools which have two or more home economic teachers and 21 or more classes in Kyunggi Province which has a total of 395 middle schools and mail-surveyed on 400 home economics teachers by means of questionnaire. The stages of concern. the levels of use and the types of implementation were used as instruments in this survey. The results of this study on the stages of concern. the levels of use and the type of implementation of the ICT-utilized lesson by home economics teachers in Kyunggi Province were as following: First. the highest point of the concern of home economics teachers of ICT-utilized lesson was the stage of awareness. the second highest point was the stage of management. the 3rd stage. and the stage of information. the lst stage. Second. the highest level of implementation of ICT-utilized lesson by home economics teachers was the level of mechanical use. the 3rd stage(30.4％), which followed by the level of orientation. the 1st stage(22.5％). and the level of nonuse(16.7％). the level of rountine use. the 4th stage(13.7％) the level of integration. the 5th stage(11.8％). the level of preparation 2(3.9％). and the level of renewal. the 6th stage(1.0％) Third, information search was the most in the type of ICT-use and in the course of lesson CD-ROM was used the most.. During ICT-utilized lesson. most of teachers used computer one to two hours a week mainly in the lessons of clothing life and eating life. Home economics teachers took the most training of how to use word-processor(68.6％) during computer education. and 60 teachers(66.0％) gave positive response about the effect of computer education on teacher's learning. Finally. the biggest problem with ICT-use in the teacher's learning was the long preparation time for lesson. and problem with ICT-utilized lesson was the burden of time and effort spent to buy needed materials and to recompose the existing materials for the lesson. Therefore. so as to adopt ICT-utilized lesson efficiently into school it is needed that active promotion for the lesson should be made to teachers. training teachers to raise their ability to use computer and various kinds of software should be expanded. and school authorities' financial and administrative assistance should be given for the smooth proceeding of the lesson.

• Journal of Science Education
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• v.39 no.1
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• pp.28-43
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• 2015

The purpose of this study was to measure middle and high school students' stage of concern(SoC) and their level of use(LoU) on the self-directed learning in science learning based on the CBAM(Concern-Based Adoption Model). Additionally, this research was designed to analyze the difference between the degree of students' SoC and their LoU according to the their background variables. For this, 440 middle and high school students participated in the research. The results of this study were as follow: Firstly, since the students' SoC and LoU about the self-directed learning in science learning are low(Stage0 : awareness and Level II : preparation), we should draw students' immediate concern by developing training programs that would enable them to actually participate in the process of implementing the self-directed learning. Secondly, the students' SoC and LoU on self-directed learning in science learning vary depending on their residence, gender, and grade. This is the reason why we have to develop customized training programs on self-directed learning that suits their background. Thirdly, it shows that students, who have higher concern on self-directed learning in science learning, implement it better than those who are not concerned with it at all. It implies that we need a training program that considers both the students' concern and implementation on self-directed learning in science learning.

• Human Ecology Research
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• v.60 no.3
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• pp.331-344
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• 2022

The purpose of this study was to identify a support method for the introduction of metaverse-based classes (MBC) in home economics (HE) education. This was achieved by diagnosing the stages of concern and levels of use exhibited by HE teachers applying the concerns-based adoption model (CBAM). Questionnaires were sent to a convenience sample of middle- and high-school HE teachers using the KSDC (Korea Social Science Data Center). Overall, 271 responses were received, and the data were analyzed using KSDC E-STAT 3.0 and SPSS 28.0.1.1. The results were as follows: First, regarding the level of knowledge of MBC, the introductory level was the most common (139 respondents, 51.3%,), followed by the beginner level (81, 29.9%), the intermediate level (28, 10.3%,), the advanced level (12, 4.4%), and the master level (11, 4.1%). Average responses on a 5-point Likert scale to questions about the use of metaverse in HE classes were as follows: possibility (4.02), necessity (3.82), and usefulness (3.90). Second, HE teachers' stages of concern in MBC were as follows (in descending order): unconcerned - stage 0, and information - stage 1 (86.9), personal - stage 2 (85.6), management - stage 3 (80.9), collaboration - stage 5 (57.5), consequence - stage 4 (57.4), and refocusing - stage 6 (55.2). Third, the use of MBC was highest for orientation - level 1 (173 respondents, 63.8%), followed by non-use - level 0 (34, 12.5%), preparation - level 2 (29, 10.7%), mechanical - level 3 (15, 5.5%), refinement - level 5 (8, 3.0%), renewal - level 7 (8, 3.0%), routine - level 4 (3, 1.1%), and integration - level 6 (1, 0.4%). Many HE teachers had heard about MBC but were in the introductory level of not knowing what it is, and at the stage of being unconcerned or wanting to know about MBC. Of the 271 respondents, only 35 used metaverse in classes. Therefore, it is necessary to provide teacher training opportunities that provide basic information on the significance and implementation of MBC for HE teachers. Also, an MBC guideline book should be developed and distributed to HE teachers. Finally, a teacher community meeting is needed to share the expertise of teachers with substantial experience in using MBC.

• Journal of the Korean Home Economics Association
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• v.34 no.4
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• pp.327-343
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• 1996

The objective of this study were 1) to determine the stages of concern of HE teachers about the practical problem-based curriculum approach, as illustrated by the Ohio's Work and Family Life Curriculum (W&FLC); 2) to determine the relationships between home economics (HE) teacher's stages of concern about W&FLC and personal and professional characteristics of HE teachers; and 3) to determine aspects of interest about the practical problem-based curriculum approach, such as the Ohio W&FLC. Respondents in this study were 225 HE teachers. The data were collected during the in-service teacher training sessions after presentation about W&FLC. Concerns Based Adoption Model (CBAM) was modified to provide a conceptual framework for this study. Frequencies, SD, mean, mode, range were used to determine the stages of concern of HE teachers. To determine the relationships between stages of concerns and personal and professional characteristics of HE teachers, coefficient of Chi-Square contingency tables was used. Content analysis was used to determine aspects of interest about the practical problem-bsed curriculum approach, such as W&FLC. The median of the stages of HE teachers' concerns about W&FLC was Stage 1, Information Stage. About 60% of HE teachers were interested in learning more details about W&FLC. Chi-square revealed no statistically significant relationships between stages of concerns about W&FLC and characteristics of HE teachers. Content analysis was used to determine aspects of interest about W&FLC of HE teachers. Nine categories were found: content, teaching strategies, implementation of the curriculum, philosophical framework, how to adopt W&FLC, resource materials, students' outcomes, in-service teacher training, and HE teacher organization. The majority of HE teachers were interested in relationships with family and others, resource management, family relationships, personal development, communication skill, family life, creating a self-identity, life planning, roles of family members, homemaking management, child care, and parenting.