• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.321-335
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• 2014

This study aimed to investigate beliefs of secondary pre-service teachers in mathematics. In particular, conceptions of teaching and learning were examined, For the purpose of this study, using an instrument, Teaching and Learning Conceptions Questionnaire, developed by Chan & Elliot(2004), a survey was conducted for 86 secondary mathematics pre-service teachers in Incheon area. The results showed that the mathematics pre-service teachers strongly agreed with the constructivist perspectives. In addition, compared to the juniors, the seniors responded more positive in the questions relative to the traditionalist view and the male students agreed more with the traditional conceptions, as comparing to the female students in this study. This study had limitations on the extent of the research site and participant. However, it would provide foundational information about pre-service teachers for teacher educators.

• Journal of the Korean Dietetic Association
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• v.30 no.1
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• pp.1-10
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• 2024

The purpose of this study was to verify the reliability and validity of the Job Meaning Scale for Nutrition Teachers (JMS-NT). The JMS-NT, the Nutrition Teacher Job Satisfaction Scale (NTJSS), and the Meaning in Life Questionnaire (MLQ) were administered to 180 nutrition teachers (female: 180, male: 0). The results showed that the JMS-NT had a three-factor structure in exploratory factor analysis. In addition, the test-retest reliability for all three factors of the JMS-NT was in the range of 0.69 to 0.85, and the internal consistency was in the range of 0.92 to 0.94, showing that they met the standards. The results of conducting Pearson correlation analyses between the JMS-NT and validity indicators such as the NTJSS and the MLQ were statistically significant, confirming the criterion validity of the scale. The above results show that the JMS-NT is a reliable and valid tool to measure the three factors of the job meaning of the nutrition teachers. Finally, the theoretical and practical significance, limitations, and future research tasks of the study were discussed.

• Journal of the Korean Home Economics Association
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• v.41 no.10 s.188
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• pp.57-73
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• 2003

The purpose of this study is to investigate the relationship between home economics teachers' characteristics and middle school students' affective morality through Home Economics Instruction. The affective morality of middle school students after taking home economics classes were assessed and investigated as to what sorts of affective morality there were and to find out what level they were. further, what factors affected the affective morality of middle school students considering the variable factors of home economics teachers. 800 first year male and female students of 17 middle schools located in Cheonju and Cheongwon were selected through non-random or accessible sampling. The frequency, precent, mean and standard deviation, correlation, t-test, and one-way ANOVA, and multiple regression of these data were obtained by using the SPSS 10.0 for Windows Program. The result of this study were as follows: First, basic etiquette was the most important rated the highest among the affective morality, nature preservation turned out the lowest in each questionnaire. Learned in home economics, it was considered the highest goal; Second, in terms of character and affective morality of middle school students, male students ranked higher than female students and the students with a better academic performance record, and those who engaged in club activities showed better results in affective morality as did students with religious beliefs and students with better educated parents and also students from homes with better financial situations. Third, in terms of students' perception of home economics teachers with a good nature turned out the highest, teaching ability and career awareness and also reflected at the same level. Fourth, students' perception of home economics teachers' characteristics and their affective morality are honed out correlated with each other. The correlation of home economics teachers' career awareness and compassion${\cdot}$devotion${\cdot}$service morality proved to be the highest. Fifth, the affective morality of those students who do community service, club activities and those who are interested in home economics and who respect home economics teachers tended to be high.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.753-763
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• 2018

The image of scientists that learners have has an important impact on science learning and on science-related career choices. The image of the scientist was mainly analyzed using the drawing analysis method. Drawing analysis has limitations on drawing, mainly analyzing the external image of scientist. Science teachers' images of scientists and their perception of science-related careers are important factors in students' science learning and science-related career choices. However, research on science teachers is lacking. Therefore, the purpose of this study is to investigate the usefulness of measurement tools by developing and applying a scientist image measurement tool through the semantic analysis method, and to discuss the educational implications of the research by investigating the image of scientists and science-related professions of secondary pre-service science teachers. The subjects of the study were 79 male and 55 female for a total of 134 students in the 2nd and 3rd grades majoring in science education at a teachers college. The results of the research show that the image measurement tool consisted of four components: 'ability,' 'evaluation,' 'activity,' and 'emotion,' in 24 items. As a result of applying the developed measurement tool to the secondary pre-service science teachers, the image of the 'evaluation,' 'ability,' and 'activity' elements of the scientist were high, but 'emotion' was low. There was no statistically significant difference according to gender. It is found that science-related career perceive them as 'hard,' 'professional,' 'smart,' and 'complex.' In particular, male students perceive themselves as 'hard and difficult' while female students perceive it as 'challenging and complicated'. Finally, we discussed the usefulness of using the image measurement tool of the scientists, the image of the scientists of the secondary pre-service science teachers, and the educational implications on science-related career.

• Journal of the Korean Dietetic Association
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• v.26 no.4
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• pp.254-268
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• 2020

This study examined the awareness, satisfaction, and usage patterns of 257 elementary school teachers for food labeling in Busan. The survey was conducted from April 15 to June 20, 2020, by questionnaires. The perception degree of food labeling was higher in female teachers than in male teachers and did not differ significantly among age groups. The score of the understanding degree was highest in their 20s and lowest in their 30s. The degree demand in their 50s was higher than in their 30s and 40s. The reliability degree in their 20s was higher than that of those in their 40s and 50s. The verification degree and satisfaction degree did not differ significantly with age or gender. The primary reason to check food labeling was 'to confirm harmful additives (31.9%)'. Among those in their 20s and 30s, the major reason for reviewing nutrition labeling was 'nutrient', while it was 'health improvement' was most important in those in their 40s and 50s. Of the subjects, 31.1% reported that the reason for the difficulty in understanding the label was 'various forms and the small letters'. The demand for the content was highest in trans fats. Apporximately 32.3% of the teachers were educated for food labeling; 42.4% of them taught food labeling, and 62.7% of them recognized the necessity of food labeling teaching. A correlation was observed between the demand for food labeling and understanding (r=0.586). Therefore, preparing education programs for teachers according to gender and age group and developing food additives-related programs will be necessary for strengthening the teachers' ability to manage their dietary life and educate students.

• Hwankyungkyoyuk
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• v.16 no.2
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• pp.15-28
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• 2003

In effort to help vitalize environmental education which is the most efficient way to preserve environment and solve environmental problems and also to provide necessary basic data, this research was conducted on the primary and secondary school teachers in Daegu for their awareness of the elements of environmental education, for their interests in environment and environmental issues, for their sensitivity on the seriousness of the environmental issues and for their knowledge of environmental vocabulary. Followings are the results: 1. 96% of the teachers supported the necessity of school education on environment, but only 51% went for adopting environment as an independent subject. 2. The majority of 57% said that they came to recognize environment and environmental issues 'through media such as TV and radio'. For the desirable form of environmental education, 64% supported 'field study or experience activity'. As for the undermining factors, the majority of 50% cited 'excessive focus of school education on college entrance' and 29% 'limitations of class hours'. 3. With regard to their interests in environment and environmental issues, they were between 3.43～4.08 point range out of 5 points. For their sensitivity about the seriousness of environment and environmental problems, the survey showed the range of 3.49～4.28 points out of 5 points. 4. There was no remarkable difference in the level of recognition between male and female teacher. But, according to disparity of age, teachers who are in their forties and fifties recognized better than teachers in twenties and thirties. Also, there was a striking difference among primary school, middle school, and high school teachers. High school teachers had the highest recognition level, while, middle school teachers had the lowest recognition level.

• Journal of Digital Convergence
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• v.14 no.9
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• pp.53-61
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• 2016

This study aimed to understand the effectiveness of teachers' backgrounds and digital textbook training experiences on digital competency, understanding of the digital textbook, perception of the digital textbook effectiveness and attitude toward the digital textbook. A total of 101 valid elementary, middle and high school teachers participated in the survey and the data were analyzed using the SPSS statistical package. As a result, male teachers showed higher digital competency than female teachers. Also, teachers who experienced with digital textbook training understood more about the digital textbook. It was suggested that a newly structured professional development program for the digital textbook considering teachers' personal backgrounds should be developed.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.3
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• pp.390-399
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• 2009

The present study investigated the differences in thinking styles and critical thinking dispositions between elementary school and secondary school pre-service teachers. For this research, 295 college students were selected. The subjects completed the Thinking Styles Inventory(TSI) and the California Critical Thinking Dispositions Inventory(CCTDI). Data were analyzed by descriptive statistics, and MANOVA. The results of this study were as follows: First, there were not statistically significant differences by group in the thinking styles(Type I and Type II). Second, there were statically significant differences according to group in the CCTDI. In this result, secondary school pre-service teachers had higher scores than female students in self-confidence sub-scale of CCTDI.

• Korean Journal of Health Education and Promotion
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• v.15 no.2
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• pp.81-93
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• 1998

The purpose of this study was to analyze the results of teachers' self-evaluation on their health teaching behaviors, then to furnish the basic data to be able to improve teachers' health teaching activities and the educational issues on the education of teachers. To put above aims into practice, these were required: 1. Are there any differences in the results of self-evaluation on health teaching behaviors factors by teachers? 2. Are there any differences in the results of health teaching self-evaluation whether he/she take P.E as major of study in-serviece training period? 3. Does it have any influence on the results of health teaching self-evaluation whether he or she completed on the job training for the school health? 4. Are there any differences in the results of health teaching self-evaluation by sex and career? To carry out a research for this purpose, the factors of health teaching self-evaluation were divided into the clearness of the procedure, the active interaction, the variety of the ways showing the contents, and the individualization of the procedure. Then a questionnaire form, consisting of 28 specific inquires to evaluate health teaching behaviors, was delivered and conducted by 450 teacher of the elementary school in Kyungki-do. The analysis of data was done by SPSS; producing mean and standard deviation and they were inspected statistically to compare the evaluation levels and find out the differences by teachers' personal variables. The conclusion were as follows: 1. In the self-evaluation level of teachers' health teaching behaviors, teachers showed 68.23 point as are percentile distribution. And it was in order of a school-nurse(71.68), an athletic teacher(67.29), and a class-room teacher (65.66). Score obtained by teacher was statistically significant difference (p〈.001) 2. In the factors affecting to teachers' health instruction, “active interaction” showed the highest score(18.55), “variety of ways showing the contents”(17.38), “clearness of the procedure” (16.70), and “individualization of the procedure” (15.59). In the analysis of the differences by teachers, according to factors, there were significant differences in “active interaction”, “variety of the ways showing contents”, “clearness of the procedure”(p〈.001). 3. Self-evaluation score for graduates from Dept. of P. E in Teachers' collage was not significant difference compared with other majors(p〉.05). 4. Teachers receiving health education was significantly higher self-evaluation score than that of teachers not-receiving health education (P〈.01). 5. Self-evaluation score of female teacher was significant difference compared with that of male teacher (p〈.001). 6. Career (working duration) did not influenced to self-evaluation score on health teaching behaviors (P〉 .05). On the basis of the conclusion of this study, the next are suggested: First, the further studies to make use of the results of health teaching behaviors and to examine the effect are needed. Second, the further studies to examine the relations between academic achievement and teachers' major(a school-nurse, an athletic teacher, and a class-room teacher) are needed. Third, the following studies to improve health teaching by both teachers' self-evaluation on health teaching behaviors and students' evaluation of teachers, and to find out more effective health teaching, are needed. Fourth, Health education for pre-service training course and On-the-Job training program are need the effective factors on the teachers' Health teaching obtained from this study.

• Journal of Gifted/Talented Education
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• v.7 no.1
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• pp.31-50
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• 1997

'I'his study investigated students' attitude toward mathematics. and how behavior/cognitive training affects level of math anxietv and level of math achievement. Subjects were all the freshmen attending Taejon Science High School, and they were given Mathematics Attitudes Scale and Attributional Style Questionnaire prior to and post training sessions. Twenty out of 84 freshmen voluntarily participated in nine sessions of training program. Participants were asked to do self-evaluation. Math achievement was measured prior to and post training. and was compared between two groups. Training program utilized behavior/cognitive approach. such as understanding one's feeling through muscle relaxation, breathing and meditation; modifying negative attributional style; imitating effective cognitive strategies for math problem solving, and so on. 'I'he result shows that students' math confidence in general was relatively low out of expectation, a nd they perceived teachers not supporting their math abilities :IS much as expected. On the other hand, students in general had strong math achievelment needs, and considered math utility very high. Sex difference was seen in the attitude toward female math abilities, to result that female students had more positive perception than male students. Female students of 'I'aejon Science High School seem free from conventional idea about female abilities including theirs. Participants' ~attitude change was compared with non-participants. and participants showed statistically significant change in their math confidence, and also in their math achievement. Participants had much higher math confidence and ~achievement than non-participants. And, they showed increased level of perceiving teachers' expectation. more realistic in needs, and more involvement in math. Math achievement was found positively related to math confidence, and participants' math achievement change was explained by their belief in math utility. Not only training program effect hut also participants' voluntary involvement and teacher\ulcorner' support of the program and participation seem to increase their math achievement. Based upon the result of study it was suggested that behavior-/cognitive training program be provided along with academic curricula for gifted students of Korea to help their emotional and psychological development enhance the efficacy of their cognitive learning.