• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.770-782
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• 2022

This study analyzes the depictions of scientists and teachers' thoughts on the 2015 revised elementary school science authorized 3rd-4th grade textbooks from the perspective of gender equality, and suggest improvements for the 2015 elementary school science authorized 5th-6th grade textbooks as well as a 2022 revised elementary school science curriculum. The data consist of representations of scientists found in seven elementary science textbooks provided to 3rd- and 4th-grade students in 2022 as well as in-depth interviews conducted with three elementary school teachers and responses from 32 teachers in Gyeonggi-do. Of the 23 scientists depicted in the textbooks, three (13.0%) are female and 10 (43.5%) worked in the inquiry domain, which was the largest group. When the teachers were asked about their perceptions of the gender ratio of scientists in the textbooks, their answers revealed that they had lower perceptions of female scientists compared to male scientists; moreover, they had no or very little teaching experience concerning female scientists. Furthermore, the teachers' thoughts on improving the gender ratio of scientists depicted in the textbooks differed considerably by the teachers' gender. Based on these findings, it was concluded that during the process of producing textbooks, writers and members of society need to agree on the gender ratio of scientists to be represented, and a social consensus is needed to identify and introduce the achievements of previously unknown female scientists towards gender equality.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.133-147
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• 2007

The purpose of this study was to identify the effect on the evaluation of a female teachers' role-performance based on appearance according to the clothing attitude of students and their parents. Based on the results of this study a female teachers' role-performance evaluation can be broken down into four ability areas: leaning guidance, living guidance, human relations, and learning management. Likewise the clothing attitudes of students and their parents can be divided into three groups, the clothing oriented group, the trend-individuality group, and the chastity oriented group. The trend-individuality group of students felt that female teachers' appearances have a significant effect on learning guidance and human relations ability while parents thought that there was little relationship or that it has a moderate effect on the role of learning guidance. Because the concerns of students and parents about female teachers' clothing has an effect on female teachers' role performance evaluation, when directing a student group with a high concern for clothing, female teachers need to be sensitive about their appearances and it's affect on learning guidance, human relations, and class management. Based on these results, students and parents felt that female teachers' appearances have an effect on their role performance according to their clothing attitudes.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.57-75
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• 2018

This study aimed to analyze the effects of child abuse and neglect on male·female high school students and the moderating roles of peer attachment and closeness to teachers in the process. By using the second to the seventh yearsʼ data of 4^th grade elementary school student panel participating in the Korean Children & Youth Panel Survey(KCYPS), the study calculated descriptive statistics and performed hierarchical regressions. The main results of this study were as follows. First, for male high school students, as each level of child abuse, peer attachment, and closeness to teachers was higher, the level of ego-resilience was higher. However, as the level of child neglect was higher, the level of ego-resilience was lower. For female high school students, as the level of child neglect was higher, the level of ego-resilience was lower, while each level of peer attachment and closeness to teachers was higher, the level of ego-resilience was higher. In addition, for only male high school students, peer attachment moderated the effect of child abuse on ego-resilience. On the other hands, for both male and female high school students, as the level of child abuse and neglect were higher, the level of self-esteem was lower, while each level of peer attachment and closeness to teachers was higher, the level of self-esteem was higher. Moreover, for only female high school students, peer attachment moderated the effects of child abuse and neglect on self-esteem.

• Research in Community and Public Health Nursing
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• v.12 no.3
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• pp.755-772
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• 2001

The specific purpose of this study was as follows: 1) To identify the level of sexual awareness and demand for sex education of teenagers, their parents and teachers. 2) To investigate the attitude toward and acceptance of heterosexual friendships by teenagers, their parents and teachers. 3) To identify the experience and direction of sex education of parents and teachers. For this purpose, this study selected 341 male and female teenagers at three high schools located in a city, 119 parents with high school students and 243 elementary/middle/high school teachers. The structured questionnaire was distributed to each of them and returned by them. This study was conducted over the period between June 1. 2001 and Aug 31. 2001. A total of 720 questionnaires were distributed to them and 703 were returned. Data analysis was conducted to obtain percentage and frequency using the SAS program. As a result, the following findings were obtained: Parents and teachers showed a similar attitude about sexual awareness, but teenagers showed a different attitude. In terms of the level of feeling of and interest in 'sex', teenagers, parents and teachers were comfortable in accepting it. As for sexual curiosity in puberty, 84.8% of the parents and 95.5% of the teachers responded that it was natural, whereas only 14.7% of teenagers responded that it was natural. But As for the item that 'sex is natural as one of human needs', 3.6% of the teenagers, 16.8% of the parents and only 1.2% of the teachers responded that it was not. As for the item that 'A man has a stronger sexual impulse than a woman', 6.1% of the teenagers, 16.8% of the parents and 17.3% of the teachers responded that it was not. 64.2% of the teenagers and 90.2% of the teachers responded that it was impossible to overcome the sexual impulse, whereas only 8.4% of the parents responded that it was possible. As for the item of masturbation, 64.5% of the teenagers responded that it was possible for male students and not possible for female students. 67.2% of the parents and 91.1% of the teachers responded that it was possible regardless of sex. As for the item of an attitude toward virginal purity, both the parents and teachers showed that virginal purity was important for both man and woman, but teenagers showed a weak awareness of virginal purity. As for the item, 'It is possible to have sexual intercourse with a lover during adolescence', 20.2% of the teenagers, 79% of the parents and 87.7% of the teachers responded that it was impossible. As for the item 'It is necessary to keep premarital virginal purity for a happy married life', 21.1% of the teenagers, 74.8% of the parents and 55.1% of the teachers responded that it was necessary, which shows that teenagers had a different opinion than parents and teachers. In case of pregnancy in adolescence, most of the responding teenagers, parents and teachers chose abortion. As for the item 'female refusal on male sexual approach', respondents accepted female refusal as they did for orders of teachers, parents and adolescents. As for item 'An assaulter is entirely to blame for sexual assault', all of three groups responded in the affirmative.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.748-757
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• 2004

When teachers for the gifted express metaphors about their teaching, they may develop better understanding and conceptualizing of teaching and enable to choose appropriate teaching strategies for optimizing individualized learning of the gifted. Therefore, the purpose of this study includes to explore metaphors about science teachers' teaching for the gifted in middle schools and classify into types of metaphors. The survey was administered and completed survey instruments by 66 science teachers for the gifted at gifted educational institutions affiliated with local offices of education and 18 science teachers at middle schools were analyzed. It was revealed that science teachers for the gifted described seven types of metaphors about their teaching with characteristics of student-centered (counsel, helper, etc.), teacher-centered (judge, captain, etc.), or student-teacher-interacted (painter, nurse, etc.) types. More than 60% of teachers described their teaching as either student-centered or student-teacher-interacted types. However, percentage of teachers for the teacher-centered and power-oriented type was higher for science teachers for the gifted (33%) than science teachers for regular students (22%). It was also found that female science teachers for the gifted showed higher percentage for teacher-centered and power-oriented (35%) than male teachers (28%) and teachers with BS degree showed higher percentage for student-centered and service-oriented type (33%) than teachers with MS degree (27%). In addition biology teachers for the gifted also were appeared to be more teacher-centered and power-oriented type (60%) than physics (21%), chemistry (6%), and earth science (33%).

• Journal of the Korea Society of Computer and Information
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• v.22 no.4
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• pp.107-113
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• 2017

The results showed that the male teachers' have higher expectations of the free learning semester compared to the female teachers'. Furthermore, the teachers who had experienced the free learning semester felt less job burdens than the teachers who did not. In addition, the subject teachers showed higher expectations of the free learning semester than the general teachers or the homeroom teachers. Therefore, in order to establish a stable system of free learning semester, it should be preceded by development of differentiated program of special education, free learning semester, strengthening of advance training, establishment of the system for participating in the whole school and the simplification of administration.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.15 no.1
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• pp.27-30
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• 2004

Background and Objectives : The purpose of the present study is to investigate the effect of vocal hygiene education for the female elementary school teachers. Materials and Method : Thirty healthy female elementary school teachers were enrolled for the study. We provided a vocal hygiene education to the half of them. Voice handicap index and acoustic parameters were measured before and 4 week after the education. The efficacy of vocal hygiene education was analyzed by Wilcoxon Signed-rank test. Results : The vocal hygiene group showed significant improvement both in the subjective and objective data after the education. However, the non-vocal hygiene group failed to show any improvement. In functional score, emotional score, jitter, shimmer, only Junior Class(JC) could find significant after the education. Only low career(LC) could find significant in subjective data. Conclusion : Vocal hygiene education may be useful in reducing vocal misuse and abuse associated with teaching, and can be an effective method to maintain and improve the vocal health of teachers.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.9 no.1
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• pp.53-58
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• 1998

Objectives : To compare the voice quality and voice problems of untrained professional voice user groups with that of normal control group without voice problem. Materials and Methods : The sustained vowel sounds of 13 male and 36 female teachers, 46 clergies and 15 telephone operators, and 40 normal male and 20 normal female persons were analyzed, using a videostroboscopy and acoustic analyzer. Together with these analyses, a questionnaire associated with risk factors for current and past voice problems was handed over to the patients. Results : The most common symptom in subjective groups was the voice fatigue. In stroboscopic examination, the professional voice user groups shelved functional voice disorder findings regardless of the Intensity of voice use. In the clergy and teacher using loud voice, vocal polyp, vocal nodule and hyperfunction of laryngeal muscle were frequently observed. In the clergy and telephone operator, jitter and shimmer were significantly increased. In the female teacher, the value of jitter, fundamental frequency variation and fundamental frequency were statiscally significant. However, the voice of male teacher showed no significant findings in the acoustic and aerodynamic studies. Conclusion : In the management of voice problems for untrained professional voice user groups, it is important to find the exact causes and patterns of voice problems, and to be individualized the management according to the causes.

• Korean journal of food and cookery science
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• v.6 no.3 s.12
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• pp.105-113
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• 1990

The purpose of this study was to present the basic data for the education of nutrition to female teachers by surveying the degree of nutritional knowledge, the attitute toward nutrition and eating habits of the female teachers, and analyzing the present dietary food. 1. The average score of their nutritional knowledge was 17.53 (the highest mark was 25) and the percentage of the right answers was 73.6. 2. The nutritional knowledge was related to their ages, and whether or not they majored in domestic science. Younger and domestic science majors scores of nutitional knowledge were shown to be higher. 3. They had dinner more regularly than breakfast or lunch and the score of nutritional knowledge was higher in proportion to the regularity of their breakfasts. As nutritional knowledge was reflected in their daily lives and bread was used as a substitute of their meals, the degree of their nutritional knowledge was higher. 4. For self evaluation of nutritional knowledge, the higher the score of their nutritional knowledge was, the more they thought they knew and those with high scores seemed to get information about nutrition through specialized books and cookbooks.

• Journal of the Korean Home Economics Association
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• v.25 no.2
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• pp.39-54
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• 1987

One's Clothing Satisfaction, has a great influence on his role behavior in a society. Especially, as for the teacher's and the professors whose role is teaching, it can not be too emphaszed. Above all, high school girls and college women are the most likely to be influenced by their teachers' clothing behavior, to whom they pay their respect in every way. From this point of view, this study was aimed at explaining, the correlation between the teachers/professors' clothing behaviors and the learning efficiency. On clothing behaviors assessed 30 items related with the learning efficiency, selected from the instruments of preceding studies, and modified by the factors dealing with modesty, color, and design. The questionnaires were composed of two major categories: those for students and for teachers/progessors. The subjects of this study were included students and teachers/professors of high school and universities in Seoul. The data were analyzed statically by mean, standard Deviation, and F-test. The results of this study were summerized as follows; 1. The clothing behaviors of the teachers/professors influenced on the learning efficiency. Namely teachers' clothing satisfaction is in direct proportion to them teaching efficiency and students' learning efficiency. 2. Among the clothing behavior variables, modesty had a great influence on the learning efficiency, especially as for that of teachers more than professors. 3. The influence of the teachers'/professors' clothing behaviors on the learning efficiency showed no significance between high school girls and college women, but some significance between the grades of collegians. 4. As for the teachers'/professors' clothing behavior, male teachers/professors gave priority to design and female teachers/professors to modesty, color showed no significance between them irrespective of age. 5. As for the clothing behavior variabels, both the teachers/professors and the students showed some significance. In class the teachers/professors highly responded to their own clothing behaviors than the students. 6. According to priority the most favorable clothing colors for male teachers/professors are navy blue, gray, indigo blue, and black, and the most disgusting ones red, mud yellow, violet, pink, and green. The most favorable clothing colors for female teachers/professors are beign, white, pale yellow, and black, and the most disgusting ones red, mud yellow, and yellow and yellow according to priority. It is that teachers/professors should wear modestly and in color harmony to invite the desirable students' will to study. Teachers'/professors' colorful appearance and heavy toilet bring about a drop in the students' will to study.