• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.263-272
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• 2023

We investigated and analyzed students' perceptions of their choice of science subjects in the high school credit system and the reasons for their choice. To achieve this, the selection of science subjects was investigated for the second year of S high school over the past three years. Students selected an average of 1.54 science subjects, and it was found that the rate of selection of science subjects was gradually increasing by year. Students chose high in the order of life science I, earth science I, chemistry I, physics I, etc. in the science subject group. Students who wish to enter the natural and engineering fields chose life science I, chemistry I, physics I, etc., while, students who wish to enter the humanities society chose society and culture, life science I, ethics and thought, etc. On the other hand, the reason for choosing science subjects was 'related to college admission', followed by 'aptitude and interest', 'career and real life help', etc. physics I, chemistry I, etc., were high in the subjects selected according to the 'related to college admission'. The subjects selected according to 'aptitude and interest' were high in life science I, earth science I, etc. Physics I, chemistry I, etc. are recognized as subjects necessary for college entrance, and life science I, earth science I, etc., are found to be related to their interests and aptitudes.

• Journal of Science Education
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• v.43 no.2
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• pp.195-206
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• 2019

The study aims to find a way to guarantee high school students choose science subjects by exploring its necessity as a prerequisite for admission to university science and engineering major courses. For this purpose, a survey was administered to 516 science & engineering college students to investigate their cognition and completion of the prerequisite science subjects related to their major, department adjustment, and influence on their major of study. Among nine major clusters, Physics was identified as a science domain with a high relevance to majors in five major clusters, and Chemistry in three. The students who completed both science I and II subjects related to their majors responded most positively to the usefulness of prerequisite subjects to their studies. Suggestions include conditions for the opening of science II subjects, strengthening the connection between science subjects and IT, promotion of linkage between the prerequisite subject and major studies to assert students' choice of science subjects in high school.

• Journal of Engineering Education Research
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• v.25 no.1
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• pp.3-11
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• 2022

The purpose of this study is to empirically analyze the learning experiences of high school mathematics and science subjects of new students in science and engineering, and to provide basic data and respond to strengthen basic knowledge of science and engineering students in the future. The subjects of the survey were 481 freshmen in science and engineering at S University. First, as a result of analyzing the learning experiences of freshmen, the geometric subjects were significantly lower, which is the result of students' sensitive responses to transitional changes in the curriculum and SAT system after revision. In science, general elective subjects were higher than career elective subjects, and there was a deviation between science subjects, which is a result of reflecting the diversity and hierarchy of science subjects. Next, as a result of analyzing the difference in learning experience after revision compared to before the revision of the curriculum, the learning experience of Mathematics II increased significantly and the geometry decreased significantly. Both Chemistry I and II increased significantly compared to before the revision, and Earth Science I decreased significantly. This can be seen as a result of strategic choices based on obtaining grades in the CSAT and disadvantages in college entrance exams. As a result of the study, students' sensitive reactions to changes in the high school education environment were confirmed, basic mathematics and science-related courses were opened to alleviate variations in the academic ability due to elective courses, and countermeasures tailored to each university's situation.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.932-940
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• 2017

This study investigated the perception of pre - service teachers in order to find out how paper textbooks are used in high school classes and what improvement is needed. Firstly, the results of analyzing the perception about the utilization of textbooks are as follows. First, in the case of Korean language, social studies, mathematics, science, and English, textbooks were used most frequently, and most of the respondents did not use textbooks for arts and physical education subjects. Secondly, Korean language, social studies, mathematics, science, and English textbooks are most frequently used as teaching materials. Third, in the case of Korean, social, mathematics, science, and English subjects, in addition to textbooks, problem collections were used most frequently and arts and physical education subjects showed the most use of prints. Next, the results of analyzing the perception of the improvement method of the textbooks are as follows. First, in the high school class, the response rate was high in that Korean, social, mathematics, science, and English classes needed a textbook. Most of the respondents answered that they were not necessary for the textbooks of arts and physical education subjects. Second, in order to improve the textbooks, the most demanding textbooks focused on the core basic contents, followed by self - directed learning activities, competency centered contents selection, cooperative learning activities, and teacher self - development. The demand for digital textbooks was low.

• Journal of the Korean earth science society
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• v.43 no.4
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• pp.557-566
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• 2022

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers' perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers' perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.34-42
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• 2024

This study investigated the academic achievement of science and high school students according to the characteristics of R&E activities in mathematics and science. In addition, based on the survey results, the correlation between R&E activity characteristics and mathematics and science academic achievement was studied through correlation analysis and factor analysis between subjects. There was a difference in academic achievement in mathematics and science according to the characteristics of the R&E activity area, and the experience of R&E activity was found to be closely related to the academic achievement of related subjects. Depending on the area of R&E activity, mathematical and scientific academic achievement was found to be two factors: mathematical logic and natural understanding. Natural understanding factors significantly influenced students' academic achievement in mathematics, physics, and life sciences, and mathematical logic factors significantly influenced the academic achievement of students in chemistry and earth science subjects. In particular, mathematical logic ability was concentrated in excellent physics class students, and natural understanding ability was concentrated in excellent life science class students. Since the characteristics of the R & E activity area greatly influence the academic achievement of mathematics and science, it will significantly contribute to the selection and operation of the R & E activity area of science high school students.

• The Korean Journal of Community Living Science
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• v.24 no.4
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• pp.447-456
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• 2013

This study was conducted to find out the weight control experiences, body image perception and eating disorder status of high school students in Yantai City, Shandong Province, China. The subjects of the study were 457 high school students in Yantai City. The results were as follows. The ratio of underweight and overweight and obesity of the subjects were 20.0% and 12.6% respectively. And 35% of the subjects had weight control experiences. There were significant differences according to the students' gender, location and BMI. In body image perception, the subjects who were normal and underweight overestimated their body figure, and the subjects who were overweight and obese underestimated their body figure. The girls wanted to have extremely skinny figure than standard figure and the degree of dissatisfactions with their figure was high. In the case of overweight and obese students, it showed a high degree of dissatisfaction of their body image. The ratio of the eating disorder group and eating disorder risk group were 7% and 19.3%, Compared to the students in rural areas, downtown students had significantly higher ratio of eating disorder. In conclusion, the education of healthy body weight and body image is necessary to the students in Yantai City, China. Especially the female students who live in downtown are considered to be the most important subjects of nutrition education.

• Journal of Preventive Medicine and Public Health
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• v.35 no.4
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• pp.275-281
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• 2002

Objectives : To evaluate the DNA damage by hair dyeing in human lymphocytes Methods : Comet assays were carried out to evaluate the DNA damage in lymphocytes by hair dyeing. Twenty subjects were selected from women volunteers whose age ranged from 55 to 67 year old. All subjects had no smoking history. Blood samples were collected before and 6 hours after hair dyeing. DNA damage was evaluated by means of the tail moments, which were quantified by a KOMET 4.0 image analysis system. Results : The tail moments before hair dyeing showed no significant differences among subjects except for the high frequency group. The mean values of the tail moments in subjects with low and high frequencies of hair dyeing were 1.39 and 1.77, respectively (p<0.05). The tail moments after hair dyeing increased significantly, The mean values of tail moments in subjects before and after hair dyeing were 1.45 and 1.79, respectively (p<0.01). However, the difference levels of DNA damage in lymphocytes before and after hair dyeing were found to be slightly lower in both the dietary supplement taking group and high frequency group. Conclusions : The high frequency group appears to have a higher level of DNA damage than the low frequency group before hair dyeing. DNA damage in lymphocytes was found to be significantly higher in the volunteers after hair dyeing. In this study, the related factors such as high frequency and taking dietary supplements appeard to reduce DNA damage in lymphocytes after hair dyeing.

• Journal of The Korean Association For Science Education
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• v.2 no.1
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• pp.16-30
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• 1980

In is a recent trend of the world to study the integrated science curriculum development. This study aims at pursuing how to integrate physics and earthscience in high school course and forming a tentative plan as to an integrated process between both the subjects. The one was compared with the other accor ding to the basic concepts and theteaching objecties. The contents of these two subjects were analysed, the overlapping parts being chosen, and so in the hierachy of the curriculum, some mistakes were found in eaching these two two subjects. It proved valid to in tegrate these two subject. A concrete scheme was offered to in tegrate these two subjects-physics and earthscience, when a tentative plan concerning, the integra ted process was made. This new plan can make the time required for teaching decrease by 5% The better study on the basic structure of the integrated concepts between these two subjects will go on further in this respect. It is necessary to train again the teachres concerned with this new subject and to put an emphasis on the elective course between physics and earthscience in the teacher's college curriculum.

• Korean Journal of Community Nutrition
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• v.11 no.2
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• pp.191-204
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• 2006

This study was carried out to investigate the experiences of breast milk feeding information and education, breast milk feeding knowledge and attitude and needs for breast milk feeding nutrition education of high school students to encourage breast milk feeding. The subjects were 565 (male: 250, female: 315) high school students from first to third grade. The results obtained were as follows: In this survey, only 30.0% of subjects experienced breast milk feeding information and only 6.1% of subjects had breast milk feeding education. And the subjects showed the average scores of knowledge of breast milk feeding were 0.29 points of 1 point. Subjects knew well about ingredients of breast milk but they didn't know well about the physiology and method of breast milk feeding and benefits of breast milk feeding for mothers. The average scores of attitude of breast milk feeding were 3.03 points of 4 points, showed slight positive attitudes of breast milk feeding, but they had negative attitudes of emotional and practical aspects. The future plan of feeding practices was breast milk feeding 35.9% and 60.0% of formula milk feeding. A concern was that the students showed high ratio of formula milk feeding plan and they decided by incorrect knowledge of breast milk feeding. The 33.5% of students answered high school students will need breast milk feeding nutrition education, and they thought hospital faculties were the proper educators of breast milk feeding education, but dietitians were recomended as educators because of easy access at school and good knowledge of life-cycle nutrition. Therefore, to encourage breast milk feeding by mothers and supporters of breast milk feeding, breast milk feeding nutrition education is needed urgently among high school male and female students. And nutrition education programs will have to contain benefits of breast milk for babies and mothers and physiology and practical methods of breast milk feeding to improve emotional and practical attitudes for breast milk feeding. Nationwide campaign to promote breast milk feeding at public areas will be needed.