• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.525-534
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• 2019

The purpose of this study is to investigate the influences of Science Core schools on students' positive experiences about science (PES) through in-depth interviews with teachers in charge of science core schools. In-depth interviews with teachers were conducted to explore the factors that led to the effectiveness of science core schools in improving the student's PES in light of operational characteristics of science core schools as leading schools, characteristic factors of science core schools on students PES, and improvement plans and requirements of science core schools as leading schools, as well as implications for general high schools. In the case of science core schools, the teacher's enthusiasm for science teaching encouraged students' participation in science classes, promoted students' interest in science other than science-core classes, improved students' inquiry and research skills, increased students' competencies such as communications and collaboration by improving science instructions, and affected career search and exploration based on interests in science experiences. Based on the results, ways to spread the characteristics of science core schools to general schools' curriculum implementation are suggested including providing opportunities to experience the value of science study, to experience science and engineering careers through senior students, to participate in team projects and self-regulated science inquires, and so on.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.475-504
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• 2021

This study is a study that developed class materials that can be applied directly to classes by field teachers in consideration of ' research on the development is valuable as a field support study.', 'In material development, organizing data centering on the knowledge composition and inquiry activities of characters related to the mathematics concept can help develop class materials', and 'The fact that the development of subject data for has been insufficient'. To this end, this study went through the procedure of 'establishing a data development plan, data development, verifying field teachers on development data, verifying subject experts on development data, and developing final data reflecting verification opinions.' Therefore, based on the 1st 50 minutes reflecting the task exploration model, it was possible to develop class materials for the 3rd time. In this study, development data were presented with a 17-week curriculum plan, a class guidance plan that presents teacher-student interaction, and a task development form that students fill out and submit in class. This study was developed with the developed data in mind to be applied to actual classes. Therefore, a follow-up study is needed to apply the developed data to actual classes and analyze the results.

• Korean Journal of Comparative Education
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• v.28 no.5
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• pp.71-90
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• 2018

The purpose of the study was to analyze the various outcomes of parent competency enhancement project for children's education by Daegu Metropolitan Office of Education in Daegu, Korea. For this, the study explored the developmental process of parent educational competency enhancement policy and the main contents of parent competency enhancement project for children's education. Based on this, the study analyzed the outcomes of parent competency enhancement project for children's education. The main results are as the followings. First, a system for enhancing parents' competency for children's education by administering parent competency enhancement project for children's education was established. Second, personnel for parent education by administering parent competency enhancement project for children's education was cultivated. Third, basic courses and in-depth courses using the needs of parent who is educational consumer by administering parent competency enhancement project for children's education were developed. Finally, the result of evaluation by student, parent, and teacher and educational expert indicated that they showed high satisfaction about parent competency enhancement project for children's education. However, it showed that it is necessary to make up the operational time and method and the profession of instructor and program and to support parent considering various types of school. The implications for the main results were discussed.

• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.549-569
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• 2018

The purpose of this study is to examine the relationship between peer rejection and victimization among schoolchildren and to test whether conflict norms in the classroom moderated this relationship. The analysis used the third year data derived from ClassNet research (Park, et al., 2017) supported by the National Research Foundation of Korea. The sample comprised fourth-grade through sixth-grade students in 52 classrooms of 7 elementary schools in South Korea (N = 1194). A series of multi-level analyses were performed to fulfill the study's purpose using variables obtained by peer nomination, such as social rejection, victimization, bullying perpetration, and teacher-student conflict. The results found that boys experienced more victimization than girls and peer rejection significantly increased victimization. Furthermore, conflict norms in the classroom moderated the relationship between peer rejection and victimization. Peer rejection significantly increased the extent of victimization in classrooms with relatively high levels of conflict norms. The study concludes with a discussion on the significance of conflict norms and the educational implications of the results with a focus on ways that teachers can facilitate healthier classroom environments.

• Journal of Digital Convergence
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• v.18 no.12
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• pp.425-434
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• 2020

Background: Viral infection outbreaks are emerging public health concerns. They often exhibit seasonal patterns that could be predicted by the application of big data and bioinformatic analyses. Purpose: The purpose of this study was to identify trends in diarrhea-causing viruses such as rotavirus (Gr.A), norovirus G-I, and norovirus G-II in Cheonan, Korea. The identified related factors of diarrhea-causing viruses may be used to predict their trend and prevent their infections. Method: A retrospective analysis of 4,009 fecal samples from June 2010 to December 2019 was carried out at Dankook University Hospital in Cheonan. Reverse transcription-PCR (RT-PCR) was employed to identify virus strains. Information about seasonal patterns of infection was extracted and compared with local weather data. Results: Out of the 4,009 fecal samples tested using multiplex RT-PCR (mRT-PCR), 985 were positive for infection with Gr.A, G-I, and G-II. Out of these 985 cases, 95.3% (n = 939) were under 10 years of age. Gr.A, G-I, and G-II showed high infection rates in patients under 10 years of age. Student's t-test showed a significant correlation between the detection rate of Gr.A and the relative humidity. The detection rate of G-II significantly correlated with wind-chill temperature. Conclusion: Climate factors differentially modulate rotavirus and norovirus infection patterns. These observations provide novel insights into the seasonal impact on the pathogenesis of Gr.A, G-I, and G-II.

• Journal of the Korean Chemical Society
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• v.65 no.6
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• pp.441-454
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• 2021

In this study, pre-service science teachers' difficulties in teaching practice were investigated from the perspectives of pre-service teachers and cooperating teachers. Nine pre-service teachers who were attending a department of chemistry education at a college of education in Seoul and participated in teaching practice, and two of their cooperating teachers participated in the study. Teaching practice were observed, documentary data were collected, and interviews were conducted. The collected data were analyzed using analysis method of grounded theory. As results of the analysis, the pre-service teachers had difficulties in preparing and executing lessons which include experiments, because education related to experiments in middle and high schools was insufficient at the college of education and environments of cooperating school were unfamiliar to them. They had difficulties in encountering various responses from students in student-centered activities and tried to control students. Cooperating teachers did not provide specific assistance to ensure the autonomy of pre-service teachers, so that pre-service teachers suffered. Guiding science club activities was a meaningful experience to pre-service teachers, but it was a burden on both pre-service teachers and cooperating teachers. Educational implications of these findings were discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.350-358
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• 2008

The purpose of this study was to investigate the effects of interview with a scientist and engineer on service performance assessment on science career orientation and image of scientists. Science track students in the 11th grade carried out the interviews and made powerpoint presentations. After the students' presentation in the chemistry class, the teacher made comments on the contents of the interviews. Students gave presentation in each class for a year. Before starting this assessment, students took science career orientation questionnaire and DAST (draw-a-scientist-test). These two tests were conducted again at the end of the year. The results of this study showed that there was no significant difference between pre- and post-test score for the science career orientation. However, a significant difference was observed in the 'preference for science learning' category. These results showed that the career decision of a high school student has already been fixed rigidly. On the other hand, there was a significant difference (p < 0.01) between pre- and post-test on the image of scientists. This demonstrated that the stereotypic image for a scientist was reduced by the interview performance assessment and that, students came to have an affirmative perception of scientists on service.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.403-430
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• 2011

The purpose of the study was to investigate how the use of graphing calculators influence on forming students' mathematical concept of algebra, students' mathematical connection, and attitude toward mathematics. First, graphing calculators give instant feedback to students as they make students compare their written answers with the results, which helps students learn equations and linear inequalities for themselves. In respect of quadratic inequalities they help students to correct wrong concepts and understand fundamental concepts, and with regard to functions students can draw graphs more easily using graphing calculators, which means that the difficulty of drawing graphs can not be hindrance to student's learning functions. Moreover students could understand functions intuitively by using graphing calculators and explored math problems volunteerly. As a result, students were able to perceive faster the concepts of functions that they considered difficult and remain the concepts in their mind for a long time. Second, most of students could not think of connection among equations, equalities and functions. However, they could understand the connection among equations, equalities and functions more easily. Additionally students could focus on changing the real life into the algebraic expression by modeling without the fear of calculating, which made students relieve the burden of calculating and realize the usefulness of mathematics through the experience of solving the real-life problems. Third, we identified the change of six students' attitude through preliminary and an ex post facto attitude test. Five of six students came to have positive attitude toward mathematics, but only one student came to have negative attitude. However, all of the students showed positive attitude toward using graphing calculators in math class. That's because they could have more interest in mathematics by the strengthened and visualization of graphing calculators which helped them understand difficult algebraic concepts, which gave them a sense of achievement. Also, students could relieve the burden of calculating and have confidence. In a conclusion, using graphing calculators in algebra and function class has many advantages : formulating mathematics concepts, mathematical connection, and enhancing positive attitude toward mathematics. Therefore we need more research of the effect of using calculators, practical classroom materials, instruction models and assessment tools for graphing calculators. Lastly We need to make the classroom environment more adequate for using graphing calculators in math classes.

• Journal of Bio-Environment Control
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• v.23 no.1
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• pp.1-10
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• 2014

This study analyzed the efficiency and uniformity by measuring the temperature change depending on the position in the chamber with the use of QRD (quadratic residue diffusor) microwave capable of inducing even sterilization by changing wavelength phase difference and enhancing the effect on low power. The results are summarized as follows: When irradiating 7 kW of QRD microwave, the highest efficiency was obtained at 35 cm height and in the center of the chamber. When irradiating 5 kW of QRD microwave, high efficiency was obtained on the sides of the chamber. When irradiating 3 kW of QRD microwave to Magnetrons 1, 2 and 3, the temperature uniformity according to the position of the bars was similar in the position of Bar 1 and 2. When irradiating 3 kW of QRD microwave to Magnetrons 3, 4 and 5, the temperature increased by approximately 10 to 20% in Bar 3. When irradiating 5, 7 and 9 kW of magnetron, the average temperature during the irradiation time increased in a similar form independently of the position of the bars. On the other hand, the efficiency of the chamber's proper internal volume was not necessarily proportional to the irradiation dose. When irradiating 3 kW of magnetron for 60 120 and 180 seconds, the temperature increased by approximately 5 to 10 at the edge of the chamber according to the irradiation position of magnetron. The temperature distribution for each position in the horizontal plane was relatively uniform, and the temperature had a tendency to slightly increase at the edge. When irradiating 5, 7 and 9 kW of magnetron, the temperature relatively evenly increased independently of the position of the bars. It was thought necessary to increase the irradiation dose by approximately 10 to 20% by considering the difference in temperature rise according to the position of magnetron.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.757-768
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• 2016

This study developed an SSI (Socio-Scientific Issue) discussion program that applies a creative technique called six thinking hats, and then investigated the differences in argumentation patterns and effects on the decision-making abilities of each character feature of students between SNS debate and existing face to face debate. There were three SSI themes - Designer Babies, embryonic stem cell study, and legitimacy of abortion. Students were divided into two groups, the debate group using SNS and face to face debate group. The character patterns of students were divided to 'extraversion,' 'agreeableness,' and 'conscientiousness' through test sheets for character features for each student. Both groups were educated for creative discussion methods using six thinking hats and then, the class progressed. As a result of analyzing argumentation patterns used in SNS debate and face to face debate, the most used argumentation pattern was the "cause pattern." But comparing to face to face debate, other patterns (mark, inference, authority, motive) were also used in SNS debate. The study analyzed three factors of decision-making ability for each character feature of students such as complexity, perspectives, and inquiry. As a result, for 'complexity' factor, there was a significant difference between SNS debate group and face to face debate group only in the student group of Agreeableness. For 'perspectives' factor, there were significant differences between SNS debate group and face to face debate group in all three characters. Finally, for inquiry, there were no significant differences between SNS debate group and face to face debate group in all three characters. Accordingly it would be necessary to apply SNS debate using the six thinking hats in SSI education to enhance perspectives.