• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1524-1536
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• 2012

Science attitudes affect the quality of learning, and they are considered as one of the major concerns in science education. It is necessary to analyze the proximity between concepts with science attitudes. Accordingly, this study was designed to analyze the proximity of the concept related to photosynthesis as it changed after class according to the levels of science attitudes. A survey on the concept of photosynthesis and science attitudes before and after class was conducted on 270 7th-grade students. The concept of photosynthesis was composed of 'the place of photosynthesis,' 'products of photosynthesis,' 'reactants of photosynthesis,' and 'environmental factors.' The proximity of the concept of photosynthesis was analyzed through the utilization of multidimensional scaling (MDS). The research results were as follows: (1) Students changed the proximity between concepts by acquiring concrete concepts through class. (2) The upper group in science attitudes tends to be closer to the proximity between scientific concepts through class, compared to the intermediate and lower groups. (3) In all students with entire levels of science attitudes, non-scientific concepts continued to exist even after class, and the non-scientific concepts were deemed to interfere with the proximity between scientific concepts related to photosynthesis. (4) Students turned out to be aware of the concepts related to each other in four areas associated with photosynthesis. That is, it can be said that students are closely aware of the place where photosynthesis can occur and the materials needed as well as materials generated as a result of photosynthesis and the materials needed in terms of concepts related to photosynthesis.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.207-220
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• 2013

The aim of this study was to find out the effect of instruction with storytelling on the achievement, attitude and interest in science. For this study, two classes were divided into experimental class and comparative class. All the results were analyzed quantitatively. Results of this study can be described as follows. First, the experimental class didn't have a significant difference in scholastic achievement compared with the comparative class. However, the results of the t-test for the academic achievement due to achievement level showed a positive effect in the average level of students. And experimental group was statistically significantly higher in the section of 'Combustion and Extinguishment' than that of the other group. Second, There was a significant difference in the aspect of the effect of instruction with storytelling on the student's science-related attitudes. As a result of analysis by sub categories of science-related attitudes, storytelling was effective in attitude toward science, but no significant differences were found in scientific attitude. Third, instruction with storytelling didn't show a meaningful difference in scientific interest. However, in the sub-part, they showed a meaningful improvement in attention and satisfaction.

• Hwankyungkyoyuk
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• v.23 no.2
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• pp.32-45
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• 2010

The purpose of the present study is to develop ecological experience learning program for the wetland so that elementary school students can recognize the significance and values of wetland and have the attitudes to protect it through their ecological experience learning, and investigate changes in elementary school students' perception for wetland. The experimental class was composed of 26 elementary school students and took the ecological experience learning. The comparison class was also composed of 26 students who took theoretical learning for wetland. It was found that knowledge and attitudes for wetland of the experimental class were significantly high not only in the knowledge area but also in the affective area than those of the comparison class. And it was found that interest and curiosity into wetland were elevated also in the results of the qualitative evaluation, suggesting that we could get the effect of ecological experience learning. Therefore, it is thought that above all, more experience learning programs for wetland are needed to develop for elementary school students' right view of nature and minds to love it by continuously finding and providing materials of experience learning like those of this research in the future.

• Korean Journal of Community Nutrition
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• v.11 no.2
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• pp.161-171
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• 2006

This study was carried out to investigate the dietary attitudes and nutritional status of preschool children in different income levels in Busan. The survey was conducted from November 1 to November 30, 2004 by questionnaires mid data analyzed by the SPSS program. The results are summarized as follows: The Kaup index of the upper income class group was higher than that of the other income classes. In the middle income class group, nutrition knowledge scores were higher than in any other income class. Sixty-four point nine percent of the upper income class children, 25.7% of the middle income class children and 15.7% of the low income class children had nutrition education experiences. Intake of protein was higher than that of the Korean recommended dietary allowances (RDAs) for children. In the upper income class group, intake of calcium was higher than in any other income class. Intakes of calcium and iron were lower than those of the RDAs in all children. Dietary attitude had positive correlation with frequency of breakfast, time for outdoor activity, and height and weight, and had negative correlation with frequency of fast food and time for watching television. Frequency of snack had positive correlation with frequency of fast food and time for watching television, but frequency of breakfast had negative correlation with those. These results indicate that nutrition education programs linking parents to children should be carried out to improve their nutritional status.

• Journal of the Korean Society of Costume
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• v.31
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• pp.165-188
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• 1997

This study aims at 1) examining the perceived importance of clothing norms 2) examining relationship between perceptions of clothing norms clothing behavior and psycho-logical variables-ego identity(uniqueness and self acceptance) and sex role identity and 3) ascertaining any significant differences in the level of the perceived importance of clothing norms among variables-sex role identity and the uniqueness in psychological variables-and which variables are influencingon perception of clothing norms. The perception of cloth in norms inventory clothing norms inventory clothin behavior inventory ego identity in-ventory and the Bem Sex Role Inventory were administered to 620 college students. Sex role identity was classified into androgynous mas-culine feminine and undifferentiated type. Subjects were asked to rate each statement on the clothing norms under two kinds of instructions: their attitudes(TATT) and their beliefs about the expectations of others toward clothing norms(TBEO). 1) The scores of 3 TBEO of the students were higher than the scores of TATT. But the scores of TBEO concerning modesty of students were lower than the scores of TATT. Discrepancy scores of TATT and TBEO of the students were revealed significances differently according to clothing norms. males lower and higher class students had more free attitudes to the norms concerning genaral clothing attitudes. Females and higher class students had less free attitudes to the clothing norms concerning modesty. Females and lower and higher class students had more free attitudes to the norms concening sex-role related clothing attitudes but male students had less free to the sex-role related clothing norms. 2) Significant negative correlations between each variable of clothing norms and conform-ity-individuality were found. But negative correlations between those variables of the males and lower class students were higher than the correlations of the female and higher class students and the former had more posi-tive relationships with clothing norms and con-formity as compared with the latter. And sig-nificant positive correlations between each variable of clothing norms and modesty were found. But positive correlations between those variables of the males females and higher class students were higher than the correlations of the lower class students and the latter had less positive relationship with clothing norms and modesty as compared with the former. 3) Significant negative correlations between clothing norms and uniqueness were found in the subjects groups. The females and lower class students had more negative relationships with clothing norms and uniqueness as compared with the male and higher class students. Significant positive correlations be-tween uniqueness and conformity-individuality were found in all subjects groups, Therefore the higher uniqueness the student have the less they perceive theimportance of clothing norms and the more they have individuality. Significant positive correlations between sex-role related(higher class) general(female) clothing norms and self acceptance were found. but significant negative correlations be-tween campus style(higher class) general(female) clothing norms and self acceptance were found. But significant negative correlations be-tween campus style(males lower class, higher class) clothing norms and self acceptance were found. Clothing norms therfore related posi-tively or negatively with self acceptance ac-cording to the subjects groups. And significant negative correlations between conformity in-dividuality and self acceptance was found in higher class students. 4) The female masculine groups and the masculine groups of lower class revealed high scores than the scores of andrgynous group and undifferentiated group in clothing norms concerning modesty. And the feminine group revealed high scores in conformity-individu-ality than the scores of the masculine group. Male masculine and feminine group revealed high scores in clothing norms concerning cam-pus style than the scores of the androgynous group. The masculine group and feminine group of the lower classes revealed high scores in general clothing norms than the scores of the androgynous group. 5) The most influencing variables on the clothing norms were sex conformity-individu-altiy and masculine-feminine variables in the right order. The general clothing norms and clothing norms concerning modesty were influened by the sex role identity but the sex role related clothing norms and clothing norms concerning campus style were influenced by the ego identity. 6) Based on the sum scores of the uniqueness each group of the subjects was separately segmened into "high medium and low" groups. By the analysis of variances sig-nificant differences in discrepancy scores of TBEO and TATT among 3 uniqueness level groups were found on all clothing norms variables in all students three clothing norms variables in male and female students and one clothing norms variable in lower and higher students and in each clothing norms variable the mean discrepancy scores of the high uniqueness group were higher than those of the other groups. The findings indicated that the differences in the discrepancy score mainly contributed to the results of correla-tions described above.bed above.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.105-114
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• 2014

The purpose of this study was to develop a teaching strategy focused on problem solving process and explore its effects on science creative problem solving ability, science process skills, science academic achievements and scientific attitudes of students after applying it. Teaching strategy focused on problem solving process employed brainstorming and PMI thinking strategies. The participants were the third grade students of both an experimental class(26 students) and a comparative class(25 students) at the S elementary school located in Goyang-City, Kyonggi Province. The developed strategy was applied to the experimental class for 9 periods of 'Separation of mixture' unit. The results of the tests on the science creative problem solving ability, the science process skills, scientific achievement and scientific attitude were statistically higher in the experimental class.

• Educational Technology International
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• v.21 no.2
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• pp.193-216
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• 2020

This study investigated university students' perspectives on good class and instructional practices through social network analysis. The subjects were 321 students in the third and fourth academic years in a Korean university. The subjects completed four open-ended questions, asking about experience of good class, good instructors' teaching practice, and their feelings and attitudes when participating in good class. As social network analysis, KrKwic (Korea Key Words in Context) was used to compute word frequencies and analyze semantic network structures and Ucinet Netdraw to assess centrality in the social network, consisting of degree centrality, closeness centrality, and between centrality. The results are as follows. First, students showed 5 keywords to depict what good class is, including 'understanding', 'example', 'video', 'interest', and 'communication'. Second, the characteristics of teaching methods by professors who practice good class indicate 'assignments', 'questions', 'understanding', 'example', and 'feedback'. Third, the top 5 keywords of students' attitudes as participating in good class are 'active', 'participation', 'focus', 'listening', and 'asking'. Last, keywords depicting desirable class that students most wanted to take next time are 'assignments', 'rewards', 'understanding', 'difficulty', and 'interest'. The findings from this study include the meanings of the semantic network structures of words in the text making up messages. Also this study can provide empirical evidence for educators and educational practitioners in higher education to create effective learning environments.

• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.87-95
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• 2002

The purposel of this study was to examine the effects which the direct and the indirect instructions at a Home Economics class have on improving the learning achievements and attitudes. To accomplish these goals. 90 students. the number of two classes of the first tirade at p high school at Anyang city of Kyonggi province were selected. They are composed of the experimental group and the comparative group. Each group contained 40 students. The former was implemented by indirect instructions and the latter direct instructions. The 'Family and Domestic Life' unit of the first tirade was selected as the study subject to take effects and 30 periods of class were enforced. For the experimental measure of this study. the researcher used a pre-learning test. a learning attitude test. and a learning achievement test as means of measure. The two groups were confirmed as the group having the same quality, So after the experimental measure, the results of the post tests(included a learning achievement test and a learning attitude test) were verified by T-test in order to research the problematic subject. and SPSS/win statistics package was used for the processing of the statistics. The results are following: 1. The direct and the indirect instructions represented the meaningful differences in the learning achievements (p <.05). They represented the meaningful differences in improving the learning achievements of knowledge and understanding(p <.05). It was verified that the (order is more effective than the latter in improving the learning achievements of knowledge and understanding, and They represented the meaningful differences in the improving learning achievements of application (p <.05) 2. They represented the meaningful differences in the learning attitudes at a domestic class(p <.05) The latter is more effective than the former in changing into the positive learning attitudes. In the light of these result7. the direct instructions are effective in improving the learning achievements of knowledge and understanding. and the indirect instructions are effective in improving the learning achievements of application. Also the indirect instructions are more effective than the direct instructions in changing into the positive learning attitude.

• SUVANNABHUMI
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• v.15 no.1
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• pp.35-59
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• 2023

This study examined adolescent male and female students' attitudes toward physical education (PE) from the Philippines and South Korea. Participants were 451 middle school students from the Philippines and South Korea. The Physical Education Attitude Scale (PEAS) was used to measure students' PE attitudes. Overall, students had moderately positive attitudes toward PE. PE attitudes of Korean boys were more positive compared with Filipino boys, while the reverse was found for Korean females and their Filipino counterparts. Based on the different aspects of PE, Filipino girls were more motivated to participate in PE activities and more satisfied with their PE class than Korean girls. Korean boys were highly satisfied, more comfortable, and less anxious during PE compared with Filipino boys. Finally, Filipino boys had less positive view towards their PE teacher than Korean boys. This study shows adolescent students' attitudes toward PE were generally positive, complex, and affected by sex and nationality. It also provides additional knowledge on comparative international research on cross-cultural PE attitudes.

• Korean Journal of Child Studies
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• v.29 no.4
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• pp.115-134
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• 2008

This study analyzed home environment, self-efficacy and parents' child rearing attitudes of disruptive children and of cooperative children in the classroom. Participants were 322 children(11-12 years of age) and 49 teachers. Instruments were four kinds of questionnaires. Data were analyzed by T-test and Fisher's exact test. Results of between group differences in parents' academic backgrounds showed more parents of cooperative children had completed high school. Disruptive children's mothers were more occupied outside the home; cooperative children's mothers engaged in more housework at home. Disruptive children's perceptions of their economic status were lower than cooperative children's perceptions. Results of comparison of general self-efficacy, scholastic self-efficacy, and home environment showed that disruptive children were statistically lower than cooperative children on all sub-variables.