• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.113-125
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• 2005

Korea, China and Japan show distinct features in their school environmental education, which are derived from their own spreading processes. Japanese school environmental education has developed as a result of assimilating of anti-pollution education and nature education, and has a feature that makes much of nature experiences. The introduction of 'Period for Integrated Study' in 2002 seems to begin activating Japanese school environmental education. Chinese school environmental education started in higher education institutions around the middle of 1970's, and has a feature that makes a point of scientific approach, even in primary education schools. The two government ordinances,'National Action Program for Environmental General Knowledge ($1996{\sim}2010$)' and 'Educational Scheme of Environmental Theme Study for Elementary and Secondary School Students' issued in 2003, gradually promote school environmental education in China. It is remarkable that Science and Technology Centers for Youth and also increasing environmental NPOs often support environmental activities in elementary or secondary schools. The most notable feature of Korean school environmental education is that 'Environment' has already offered as a regular elective subject in junior high school, and official 'Environment' textbook has published since early 1990's. Though, the adoption rate of 'Environment' is not yet so high. Each country's peculiar issues are as follows. Japan: (1) Students often lack basic knowledge about environmental important problems. (2) 'Period for Integrated Study' is now threatened with cutting hours by the idea of increasing periods for basic subjects to keep high achievement. China: (1) There are large regional differences and school distinctions in operation of environmental education. (2) Adult environmental education needs to be expanded, because the most part of Chinese have no experience of school environmental education. Korea: (1) The relationship between the administrative division which plans school environmental education and teachers group is not quite well. The adoption rate of 'Environment' in junior high school needs to be improved. The training of many teachers for environmental education instructors may be the most important and effective cooperative action among Korea, China and Japan, and for that purpose we ought to work on making a better handbook for instructors, at first.

• Journal of the Korean Society of School Health
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• v.16 no.2
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• pp.71-84
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• 2003

This study was attempted to offer the basic data required for composing a systemic education contents for health by analyzing the contents related to health education shown in the guidebook for teachers and the schoolbook for students of all grades in the current 7th education course for elementary school. The objectives and data were totally 162 copies which were 90 copies of national schoolbook for 1~6 grades and 72 copies of guidebook for teachers used in elementary schools in the 7th educational course. The standards of selection for the contents related to health education including in each schoolbook were divided into 11 themes using the health care model suggested by Kim, Hwa Joong(1995) in the guidebook for health curriculum for elementary middle high schools. The results of this study are as follows: Firstly, the total hours of health education suggested in the 7th educational course for elementary school were 274 hours and it was 6.2% of the total class of 4,442 hours. Secondly, the contents about health education were distributed into 9 subjects of The right livelihood, The wise livelihood, The cheerful livelihood, Korean, Morals, Society, Science, Physical education, and Practical course etc. Physical education had the most contents about health education and there was nothing in Mathematics, Music and Arts. Thirdly, contents about health of regional society and environmental health were the most of 53 hours(19.3%), and contents about understanding of health were the least of 4 hours(1.4%). Fourthly, contents included equally in every grades were those about safety and emergency response, health of home and society, health of regional society and environmental health.

• Journal of Science Education
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• v.40 no.1
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• pp.90-102
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• 2016

Flipped learning is generally designed to allow students to learn on their own in advance with the help of scaffolding material such as videos and text, and in the classroom, it is operated with the help of a teacher while the class is being learner-centered. For flipped learning, each of the teachers has to design the class, collect information, and prepare for scaffolding material, so they get to face a lot of difficulties spending much time to reorganize the curriculum and produce a video and so on. Accordingly, this researcher has developed flipped learning textbook models applicable to science class by analyzing Korean and overseas textbooks, conducting an in-depth interview to six science teachers practicing flipped learning, and also developing and applying the science textbook sample model. The elementary, middle, and high school science textbook models developed include not only the textbook-based model with no videos presented in advance but also the lecture-type model, experiment-based model, and inquiry and research-based model to realize flipped learning. This study is expected to present crucial implications to develop textbooks and science class as a class to perform learner-centered inquiry activity.

• Nutrition Research and Practice
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• v.17 no.4
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• pp.812-825
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• 2023

BACKGROUND/OBJECTIVES: This study investigated the importance and performance level of sodium reduction practices in school meal service by school nutrition teachers and dietitians, and compared them according to school level and placement of the school nutrition teacher. SUBJECTS/METHODS: An online survey was conducted with 608 nutrition teachers and dietitians in schools in the Republic of Korea from September 28 to November 12, 2021 (response rate: 57%). The questionnaire comprised 11 items related to sodium reduction practices (purchasing, food preparation and serving, and education). The importance and performance level of each item was rated on a 5-point scale. The mean differences were analyzed using t-tests or one-way analyses of variance and Duncan's post-hoc tests. An importance-performance analysis was performed on sodium reduction practices. RESULTS: Participating in sodium reduction education, sodium reduction education for cooks, and sodium reduction education for students were assessed to have high importance but low performance. Overall, the higher the school level, the lower was the importance level of sodium reduction practices. The performance in kindergartens and elementary schools was higher than that in middle and high schools. The importance in the purchasing category perceived by dietitians was lower as compared to nutrition teachers. In addition, the performance in the purchasing, food preparation and serving, and education categories perceived by dietitians was lower than those of nutrition teachers. CONCLUSION: Sodium reduction education for nutrition teachers and dietitians, cooks, and students should prioritize practicing sodium reduction in school meal service. Specific guidelines for managing sodium reduction at all stages-purchasing, food preparation, and serving-should also be developed. The results could be used as basic data to reduce the sodium content in school meals.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.93-108
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• 2014

In this paper we carried out a survey targeting 185 elementary, middle and high school mathematics teachers to identify their conception, satisfaction, requirements of after-school mathematics education. The survey results show that we need to develop newer programs, reduce teachers' task, build a more effective system for supporting and researching after-school mathematics education, and so on. Using these survey results we understand the facts of existing after-school mathematics education and provide preliminary data for discussing how to invigorate and advance the after-school mathematics education.

• Journal of Convergence for Information Technology
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• v.10 no.6
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• pp.128-139
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• 2020

The purpose The purpose of this study was to compare and observe research trends of sex education for young children·elementary school students·middle school students, provide base material for research on sex education, and present research prospects and tasks for the future. For this, 30 theses from Korean journals related to sex education for young children·elementary school students·middle school students from years 2000 to 2019 were extracted and analysis was conducted on the general trends (by research period and by academic field) of sex education and they were categorized by research topic, by research subject, and by research method. Research results showed that, with research period, research increased in the mid-2000s and with journal trends by research subject, and was published in 24 journals. Second, with regard to research topic aspects, most studies looked into 'sex education perceptions and conditions' and research dealing with 'gender concept development' and 'program development and teaching method strategies' also increased. Third, in terms of the research subjects, there were 9 papers for children, 6 papers for elementary students, 14 papers for middle school students, 2 for high school students, and 9 papers for teachers and parents. Fourth, with trends according to research methods, the quantitative research method of 'questionnaires' was used most and following were 'literary studies' and 'interviews', in that order. Reflecting these research results, discussions were presented and proposals for future studies were made.

• Journal of the Korean Society of School Health
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• v.34 no.1
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• pp.76-86
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• 2021

Purpose: This study was conducted to describe the experience of school health teachers in regard to the COVID-19 pandemic in South Korea. Methods: We conducted a qualitative study using content analysis. Ten school health teachers were recruited from 6 elementary schools, 2 middle schools and 2 high schools in Seoul, using purposive sampling. They participated in semi-structured in-depth interviews in person or using an online communication system from January to February, 2021. Interviews were transcribed verbatim and analysed using qualitative content analysis. Results: Three main categories and nine generic categories emerged from the analysis. Firstly, it was discovered that school health teachers had psychological and physical stress to cope with COVID-19 due to the 1) fear of the unexpected infectious disease, 2) burden of having to deal with it alone, 3) breakdown of personal life and physical exhaustion and 4) heavy duty as a health teacher caused by the lack of an organic cooperation system with institutions related to school infectious diseases. Secondly, school health teachers had an increased sense of empowerment in regard to infectious disease management as a result of 1) feeling rewarded and appreciated and 2) gaining confidence and trust in infectious disease management. Finally, school health teachers experienced the urgent need for an effective response strategy for infection control because of the 1) confusion over infectious disease response due to lack of practical manuals applicable to the field as well as training, 2) disappointing response system without an expert response team dedicated to managing infectious diseases in schools, and 3) growing awareness of the need for change. Conclusion: It is expected that school health teachers' experience of COVID-19 will be used as important data for building effective and advanced school infectious disease response systems.

• Journal of Nutrition and Health
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• v.45 no.4
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• pp.362-371
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• 2012

This study aimed at investigating the perception and action plans of the school breakfast program (SBP) proposed by nutrition teachers and dietitians at elementary, middle, and high schools in Gyeongbuk province. The survey was carried via questionnaires throughout April to May 2010. Two hundred ten questionnaires were returned (52.5%) and out of the total, 194 were used for analysis. Of the respondents, 73% disagreed and 27% agreed to the implementation of SBP, although most respondents agreed to the importance of eating breakfast in children. The percentage of disagreement was higher among subjects with working experience of 15 years and more, age of 40 years and more, and those who were employed at elementary schools. The primary reasons of disagreement were 'eating breakfast with family is better' and 'it increases the cost of school foodservice'. The respondents preferred students' optional participation (62.9%) over universal participation (37.1%) of SBP. Action plans of SBP, which were proposed by nutrition teachers and dietitians, included direct operating system by the school, food delivery schedule prior to the day of serving, 2-3 hours of preparation time, serving food 50 minutes before the start of classes, and convenient style menu served at the school cafeteria. Efforts to lessen foodservice employees' workload as well as support from school principals and the Office of Education were suggested as prerequisites for a successful SBP implementation.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1567-1579
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• 2012

This study carried a survey to investigate teacher's cognition on preference and actuality about science laboratory and class environment targeting 262 science teachers. The results of this study are as follow: First, the actuality cognition of science teachers on science laboratory and class environment was lower than preference (p<.05). Second, there were no differences between preference and actuality regardless of gender (p<.05). However, the cognition on all of subordinates of preference appeared higher in females than males (p<.05). Third, at all levels of schools, preference is higher than actuality for science laboratory and teaching environment (p<.05). In case of preference, all of the subordinates indicated the difference between elementary and high school teachers (p<.05). On the other hand, in actuality there was a difference between elementary and middle school teachers in 'science laboratory facilities condition' domain only (p<.05). Fourth, the preference was higher than actuality in all school locations (p<.05). And in case of preference, there was no difference in all subordinates regardless of school sites. Whereas the cognition of small-medium city teachers was lower than metropolitan in actuality on the three domains of 'science laboratory facilities condition,' 'teaching condition and service support,' and 'staff policy and practice' (p<.05). As a result, this study informs that upgrading is necessary to achieve inquiry activity in science class in overall teaching environment including science classroom and laboratory.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.127-148
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• 2023

In this study, we used an analysis of the literature on socio-scientific issues (SSI) classes to examine domestic SSI class research and to determine the characteristics of SSI class research for each subject. A search for papers related to SSI classes published in Korea Citation Index-listed journals and candidate journals of the Korea Research Foundation found 95 relevant papers, which were then categorized according to participants and topics. Studies with both pre-service and experienced teachers attempted to investigate SSI-related perceptions. Studies of pre-service teachers tended to examine the level and development pattern of argumentation or to analyze decision-making characteristics and informal reasoning. Studies of experienced teachers tended to analyze instructional expertise in SSI teaching activities, focusing on teachers with substantial SSI teaching experience. Middle and high school students-related studies examined student decision-making and reasoning processes in SSI learning activities, developed SSI class programs, and analyzed educational effects. Examining the characteristics of SSI classes for elementary school students was difficult because few such studies have been published. However, the characteristics that elementary school students show in SSI learning situations could be inferred. A plan to revitalize SSI classes in the elementary science education field from the perspective of teacher education and class research is suggested.