• Journal of Science Education
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• v.45 no.3
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• pp.292-303
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• 2021

This study identifies the terms frequently used together with energy in online science news articles and topics of the news reports to find out how the term energy is used in everyday life and to draw implications for science curriculum and instruction about energy. A total of 2,171 online news articles in science category published by 11 major newspaper companies in Korea for one year from March 1, 2018 were selected by using energy as a search term. As a result of natural language processing, a total of 51,224 sentences consisting of 507,901 words were compiled for analysis. Using the R program, term frequency analysis, semantic network analysis, and structural topic modeling were performed. The results show that the terms with exceptionally high frequencies were technology, research, and development, which reflected the characteristics of news articles that report new findings. On the other hand, terms used more than once per two articles were industry-related terms (industry, product, system, production, market) and terms that were sufficiently expected as energy-related terms such as 'electricity' and 'environment.' Meanwhile, 'sun', 'heat', 'temperature', and 'power generation', which are frequently used in energy-related science classes, also appeared as terms belonging to the highest frequency. From a network analysis, two clusters were found including terms related to industry and technology and terms related to basic science and research. From the analysis of terms paired with energy, it was also found that terms related to the use of energy such as 'energy efficiency,' 'energy saving,' and 'energy consumption' were the most frequently used. Out of 16 topics found, four contexts of energy were drawn including 'high-tech industry,' 'industry,' 'basic science,' and 'environment and health.' The results suggest that the introduction of the concept of energy degradation as a starting point for energy classes can be effective. It also shows the need to introduce high-tech industries or the context of environment and health into energy learning.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.123-136
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• 2024

This study examines the performance expectations (PEs) and clarification statements of each PE in the 2022 revised national science and mathematics education standards from a data visualization competency perspective. First, the authors intensively reviewed data visualization literature to define key competencies and developed a framework comprising four main categories: collection and pre-processing skills, technical skills, thinking skills, and interaction skills. Based on the framework, the authors extracted a total of 191 mathematics and 230 science PEs from the 2022 revised science and mathematics education standards (Ministry of Education Ordinance No. 2022-33, Volumes 8 and 9) as the main data set. The analysis process consisted of three steps: first, the authors organized the data (421 PEs) by the four categories of the framework and four grade levels (3-4th, 5-6th, 7-9th, and 10th grade); second, the numbers of PEs in each grade level were standardized by the accomplishing period (1-3 years) of each PE depending on the grade level; lastly, the data set was represented by heatmaps to visualize the relationship between the four categories of visualization competency and four grade levels, and the differences between the competency categories and grade levels were quantitatively analyzed using the Mann-Whitney U test and independent sample Kruskal-Wallis tests. The analysis results revealed that in mathematics, there was no significant difference between the number of PEs by grade. However, on average, the number of PEs categorized in 'thinking skills' was significantly lower than those in the technical skills (p = .002) and interaction skills categories (p = .001). In science, it was observed that as grade level increased, PEs also increased (pairwise comparison: Grades 5-6 vs. 7-9, p = .001; Grades 5-6 vs. Grade 10, p = .029; Grades 3-4 vs. 7-9, p = .022). Particularly, the frequency of PEs in 'thinking skills' was significantly lower than in the other skills (pairwise comparison: technical skills p = .024; collection and pre-processing skills p = .012; interaction skills p = .010). Based on the results, two implications for revising national science and mathematics standards and teacher education were suggested.

• Archives of design research
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• v.18 no.2 s.60
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• pp.243-254
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• 2005

Great Britain and the United States and Finland are having an interest in long policy subject about child design education through early design education. And they approaches and practices it systematically. The research about the design learning program instance of advanced nation of primary school's design education for various objective is necessary for use with the fundamental reference data for an elementary design education. And so, This research presented the program instance investigation and analysis result of British primary school's design education. U.K is teaching an primary design education from two subjects of Art & Design and Design and Technology which is a legal subject with national curriculum. The analysis result of design relation unit learning program of two subjects is: Design relation unit learning programs of 'Design and Technology' subject's 20 unit which except 4 food relation unit is largely scientific engineering contents that include utility function contents in part. The reason is as behavior styles based on Design process solve problems scientifically & rationally. Design relation 6 units in subject of Art & Design which except the units which relates with the pure fine arts and architecture in 19 units is aesthetic-symbolic and utility-functional contents largely. And so, the result was analyzed about relation of scientific-engineering content of 'Arts & Design' subject is insufficient comparing with 'Design and Technology' subject Specially, I think that the design relation's unit learning program instances of 'Design and Technology' subject of the British primary school which have been presented by this research paper is a possibility becoming one reference model for a program development. And so I expects that this research could be applied in the program development for the primary design education of primary teacher & education agency.

• Journal of Korean Academy of Nursing
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• v.3 no.3
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• pp.36-49
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• 1973

This study was carried out for the objectives to collect the basic informations on the health behaviors of the elementary school children in an urban area in Korea. Seven hundred students were drawn to fill in the designed questionnaire which carries variety of Questions on health re-lated behaviors in general, eating habits, disease history, mental health, and sex education. Questionnaire were filled in by their parents. Major findings are as follows: ① 55.7% had habits of washing the hands before eating whereas 59.8% trashing their hands after toilet. The others had no idea of washing hands before eating and after toilet. ② 26,5% had habits of brushing the teeth twice a day 54.7% only once in the morning, and 2.6% once only in the evening. Thus, the idea of prevention from decayed teeth seems to be lacking among the school children. ③ Bathing habits were also inquired to get 40.3% of bathing more than once a week, 43.1% once every two weeks, and the rest of 16.6% once every one to three months. ④ 41.7% keep the regular bedding time whereas 58.3% irregular. Physical exercises were con-ducted by 76.6% on the ground while 23.5% did not practice any physical exercises at all. Of those physical exercises, rope skipping occupied 37.5%, and the other 66.9% consisted of 14 different kinds of individual type physical exercises such as gymnastic exercise. The main reasons for not enjoying exercises were different by sex; boys largely complained the inadequacy and lack of gymnastic facilities and girls felt in short of friends who could join the exercises. ⑤ 31.9% of the school children had been taking not much of food while 28.3% had unbalanced diets. Of these unbalanced diets, meat occupied 33.2% to be the priority to have an order of the following items such as vegetables, bread or noodle, and fishes as next to each. For eating habits, 88.5% take simple snack such as bread (38.4%, cookies, fruits, and candies in order. 25.8% of the children were provided such snacks or their parents regularly. Breakfast was sufficiently taken by 45.0% whereas 8.4% had never sufficiently. As to the lunch, 63.6% had sufficiently while 16.8% insufficiently. 70.6% take breakfast with all family members together and 30.4% separately. Correlation of sufficient taking of breakfast and eating together of tile family member's seems to be significant when we compare 72.5% of sufficient takers who enjoy breakfast together with the family members with 55.6% of insufficient takers who enjoy it with the family. This finding allows the investigator to point out the importance of table circumstances for children's eating. ⑥ The most common disease was catching a cold (38.8%), and the second was stomach trouble to be followed by the frequency of car sickness, headache, and skin infection. Doctors are consulted only by 23.9% when they are sick whereas 59.7% resorted to the drug stores. The lower the educational attainment of the parents, the lower the rate of visiting clinics. ⑦ 36.7% of their parents pointed out the problems of personality guidance as the most difficult thing at home 71.3% of their parents worried about and unsatisfied with their children's personality traits. Of these complains of the parents, impatience stood at the top to be tabulated at 24.1%, and 21.1% indicated narrow-mindedness. In line with this primary socialization at home, the most crucial problem seems to be related with the lack or recognition of the parents'own role when we find only 43.1% of the parents understood the importance of their own role for the home education of children; the latter group attributed tile responsibility of personality formation to the children themselves. ⑧ As to the sex educational aspects, 30.9% of children have ever asked about the physiology of reproduction or sexual matters to their parents, of those parents only 17.0% could give the constructive responses to the inquiries of the children. In companies on with these data, 25.6% recognized their own role in sex education for their own children while the large segments of the parents (51.1%) attributed the responsibility of sex education to tile low level of 38.3% who recognized the importance of sex education in the school curriculum and 25.1% of the parents insisted to wait until they get to know naturally about sex. 38.1% of the parents said they had some knowledge on sex from books while 16.9% through mass media. The next groups had common senses of sex from their own parents, school friends and other sources.

• Journal of Science Education
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• v.38 no.3
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• pp.641-656
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• 2014

This study aimed at analyzing visual materials included in school science textbooks, specifically the textbooks for first semester courses of 3rd to 6th graders. The purpose was to provide directions for future textbooks by understanding the functions of the images in both pedagogical and social perspectives as well. The study was conducted by investigating the types, roles and socio-semiotic features of the images in science textbooks. The results were as follows. Firstly, the most used types of images in 2007 curriculum textbooks were photographs and drawn pictures. Uses of other visual aids than above were extremely rare. It was also found that as the educational level rises, the use of images for decorative functions drastically declined. The majority of the images were used in providing supplementary explanations or examples. This implies that the images effectively play the role of helping science education. In addition, more use of worksheets images was found, indicating that as educational level increases, students participate more actively in research sessions or data analysis. In socio-semiotic perspective, visual images showed high accessibility to students in 'Type of visual image', 'Function of visual image', 'Distance of shot', 'Horizontal angle of shot', 'Color moduation'. It was implied that there will a close correlation between the type, role and the socio-semiotic characteristics of visual images in textbooks. For example, photograph-type visuals were mostly used as supplementary references. And when applying the socio-semiotic analysis to photograph-type visuals, they showed 'real type', 'narrative-metaphor type', and 'shadow effect' among socio-semiotic features. Such correlations implied that knowing the type of the visual image may help determining the role of the image in the textbook to some extent, and also corresponding socio-semiotic characteristics. As a result, it was possible to infer how accessible certain visual images are to students. The above results have implications for the effective use of visual images in future textbooks.

• Journal of Nutrition and Health
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• v.55 no.1
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• pp.21-35
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• 2022

The recommended meal composition allows the general people to organize meals using the number of intakes of foods from each of six food groups (grains, meat·fish·eggs·beans, vegetables, fruits, milk·dairy products and oils·sugars) to meet Dietary Reference Intakes for Koreans (KDRIs) without calculating complex nutritional values. Through an integrated analysis of data from the 6th to 7th Korean National Health and Nutrition Examination Surveys (2013-2018), representative foods for each food group were selected, and the amounts of representative foods per person were derived based on energy. Based on the EER by age and gender from the KDRIs, a total of 12 kinds of diets were suggested by differentiating meal compositions by age (aged 1-2, 3-5, 6-11, 12-18, 19-64, 65-74 and ≥ 75 years) and gender. The 2020 Food Balance Wheel included the 6th food group of oils and sugars to raise public awareness and avoid confusion in the practical utilization of the model by industries or individuals in reducing the consistent increasing intakes of oils and sugars. To promote the everyday use of the Food Balance Wheel and recommended meal compositions among the general public, the poster of the Food Balance Wheel was created in five languages (Korean, English, Japanese, Vietnamese and Chinese) along with card news. A survey was conducted to provide a basis for categorizing nutritional problems by life cycles and developing customized web-based messages to the public. Based on survey results two types of card news were produced for the general public and youth. Additionally, the educational program was developed through a series of processes, such as prioritization of educational topics, setting educational goals for each stage, creation of a detailed educational system chart and teaching-learning plans for the development of educational materials and media.