• Journal of the East Asian Society of Dietary Life
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• v.25 no.5
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• pp.779-790
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• 2015

The purpose of this study was to determine the awareness and preference relating to traditional food and yaksun food by university students majoring in culinary art and foodservice in the Daegu and Gyeongbuk area. This research carried out an investigation on 492 (male 257 and female 235) students. 'Awareness of traditional food' was gained through school education in male students (37.4%) and female students (46.7%). For 'the most-favored traditional food', 260 (male 138 and female 122) students most often responded galbijjim, followed by bibimbap, bulgogi, and kimchi. For 'the part that requires the attention most in improving traditional food', variety of taste received the highest votes by 109 male students (42.4%) and 98 female students (41.7%). For 'awareness for yaksun food', the most popular paths were TV, newspaper and the Internet in 123 male students (47.9%) and 139 female students (59.1%), where as 97 students answered school education (19.7%). For 'the part that requires the attention most in developing yaksun food', variety of taste received the highest votes by 103 male students (43.8%) and 106 female students (41.2%), which was the same result for the development of traditional food. For 'awareness on the possibility of popularization of traditional and yaksun food', needs for food development received the highest score of 3.99 (male 3.99 and female 3.99) by 5-point Likert measurement. In conclusion, high awareness levels of health, traditional food, and yaksun food in university students in Daegu and Gyeongbuk majoring in food-service will contribute to a healthy food culture. Further, this research will have a large impact on development of various convenience foods in the food-service industry as well as home.

• Journal of Science Education
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• v.39 no.3
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• pp.376-388
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• 2015

The purpose of this study was to develop the experiment-based problem for evaluating scientific ability of elementary scientifically gifted students, and to examine its potential of application for them. The problem for evaluating scientific ability was related to the plant vascular structure of 'the structure and function of plants' unit of elementary school science, and consisted of three components such as observing and inferring, designing an experiment, and concluding. In order to apply for scientifically gifted students, scoring criteria were detailed. For the observing and inferring domain, the arrangement and structure of vascular bundles of the dicotyledon and the monocotyledon, xylem position, reason of putting plants in ink were included. Those of designing an experiment domain were method of dissecting stems of plants, and design experimental procedures, those of concluding were the prediction of experimental results, and comparison and verification with prediction and results. Finally, the scientific ability evaluation problem was applied for 22 scientifically gifted students, who had been taught in the Science Education Institute for the Gifted adjacent University, and we had found the potential of utilization for scientifically gifted students.

• Journal of Environmental Health Sciences
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• v.39 no.5
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• pp.408-417
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• 2013

Objectives: Phthalates are used as plasticizers in polyvinyl chloride (PVC) plastics. As phthalate plasticizers are not chemically bound to the PVC, they can leach, migrate or evaporate into indoor air and atmosphere, foodstuffs, other materials, etc. Therefore, humans are exposed through ingestion, inhalation, and dermal exposure over their entire lifetime, including during intrauterine development. In particular, university students have a great number of opportunities to contact products including phthalates during campus life (food packaging, body care products, cosmetic, lotions, aftershave, perfume etc.). The purpose of this study was to examine levels of phthalate exposure as undergraduate students begin to use pharmaceuticals and personal care products including phthalates. Methods: Phthalate metabolites, mono-ethyl phthalate (MEP), mono-n-butyl phthalate (MnBP), mono-isobutyl phthalate (MiBP), mono-2- ethylhexyl phthalate (MEHP), {(mono-(2-ethyl-5-hydroxyhexyl) phthalate (MEHHP}, and mono-(2-ethlyl-5-oxohexyl) phthalate (MEOHP} were examined. 80 urine samples collected from university students were analyzed using LC/MS/MS(API 4000, Applied Bioscience) with on-line enrichment and columnswitching techniques. This study was carried out at Y university located in Gyonggi Province from 2008 to 2011. Results: The detection limit of phthalate metabolites were 0.03 ng/mL for MEP, 0.11 ng/mL for MnBP, 0.08 ng/mL for MiBP, 0.93 ng/mL for MEHP, 0.19 ng/mL for MEOHP and 0.16ng/mL for MEHHP. MnBP showed the highest urinary levels (median: 31.6 ug/L, 24.8 ug/g creatinine (cr)). Concentrations were also high for MEHHP (median: 24.1 ug/L, 19.0 ug/g cr), followed by MEOHP (median: 22.8 ug/L, 17.9 ug/g cr). In individual cases, the maximum level reached up to 348 ug/L, and 291 ug/g cr, respectively. The urinary and creatinine adjusted levels of MEP were lower than those for DBP and DEHP metabolites, but were higher in 95th percentiles. As a result, the mean daily DEP intake value was 2.3 ${\mu}g/kg$ bw/day, 3.5 ${\mu}g/kg$ bw/day for DEHP and 4.9 ${\mu}g/kg$ bw/day for DBP. Conclusion: These students' phthalate exposure levels were below the international safe level set by the EU, but higher than the 2012 KFDA survey of the age group from 3 to 18.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.649-659
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• 2005

A window presentation style, either tiled window or single page design, determines the spatial arrangement of information in a modern computer-based instructional design. This study investigates the interaction between spatial ability and window presentation style in terms of student's achievement of cognitive knowledge through Web-based instruction. Seventy-one students from the Falk School in Pennsylvania were pre-tested to determine their level of spatial ability, then randomly divided into two treatment groups in order to study a Web-based instructional unit on flowering plants. The Web-based instructional package was organized with either tiled window presentation or single page presentation. A posttest measured participants'acquisition of the instructional content. Posttest and spatial ability test scores were analyzed using multi-variate linear regression for the full sample (n=71) and three sub-samples: (a) 4th and 5th grade students only, (b) female students only, and (c) 4th and 5th grade female students only. The goals of the data analysis included the examination of (i) the correlation between spatial ability and posttest scores; (ii) the correlation between window presentation style and posttest score; and (iii) the interaction between spatial ability (aptitude) and presentation style (treatment).The data from all four sample groups showed a significant relationship between spatial ability and achievement of cognitive knowledge at the 1% level of significance. The aptitude-treatment interaction between spatial ability and style of window presentation was not significant in the full sample, but was significant in the sub-samples either at the 10% or 5% level. In neither the full sample nor any sub-sample data did window presentation style have an impact on average posttest score. In all analyses, the higher the level of spatial ability, the higher the posttest score. The sub-samples revealed that students with low spatial ability performed better with the tiled window presentation, while those with high spatial ability did better with the single page presentation. Neither window presentation style was shown to better foster learning by children of all levels of spatial ability.

• Journal of the Korean Chemical Society
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• v.54 no.3
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• pp.338-349
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• 2010

This study compared the instruction effectiveness between experiments of precipitation and a ball & stick model related to the 'Law of Definite Proportions' of 9th grade science in this study. The subjects were 250 students in the 9th grade. They were divided into two groups, an experimental group and a model group. The results showed that the ratio of thought in which the elements were divided in the solutions and the ratio of thought in which a new compound was created when the two solutions were mixed were higher in the precipitation experiment group than in the model group. The two groups were not different in terms of the ratio of thought related to the reason for the creation of the precipitate. The ratio of thought pertaining to incorrect answers was high, implying that the two strategies were not effective in correcting students' thoughts. However, the ratio of finding patterns from the measuring data in the model group was higher than in the experimental group. However, the ratios of 'definite proportions' inference in the bonding of the reactants were similar in the two groups. From these data, we concluded that the inference of the 'Law of definite proportion' from experiments or models was not suitable for middle school students.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.949-959
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• 2015

In this case study, we analyzed the STEAM lessons conducted by secondary science teachers in the perspective of the CHAT. Two science teachers at high schools in Seoul participated in this study. All of the teaching-learning materials were collected before lessons, and their lessons were observed and videotaped. We also observed the atmospheres in both school offices and classrooms. Semi-structured interviews were conducted before and after their lessons. All the data collected were categorized according to the elements of the activity system and analyzed by using the constant comparative method. The analyses of the results revealed that both teachers did not consider the student-centered self-directed activities in their STEAM lessons, but that they differed in the subject element such as teacher's professionalism on STEAM. Various elements of the activity system such as environmental characteristics of the school and policies about the STEAM influenced the performance of their STEAM lessons. Contradictions in the elements of the activity system brought about various changes. Successful experiences of the STEAM lessons by complex effects of the elements positively influenced their performances on their STEAM lessons. Based on these results, we have made some suggestions for the establishment of the STEAM in secondary schools.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.

• Journal of the Korean Society of School Health
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• v.12 no.2
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• pp.339-356
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• 1999

The purpose of this study is to analyze the factors which influence the college student sex behavior. The results can be used as the basis to establish health polices and a health promotion program to reduce the risks of sexual behavior of college students. The study subjects were random selected from college students in Kyonggido. The 335 subjects were selected from 4 schools including three colleges and one university. The self-administered questionnaires were distributed to 350 students, 335 of which were analyzed (after excluding the 15 incomplete or inaccurate data). The study took place between December 7-19, 1998. Regarding the analysis method, the SPSS program was used. The relationship between social and demographic characteristics and relevant factors was identified through Chi-squared test. The major findings of the study were follows: 1. Of the 335 respondents, thirty seven percent of men and ten percent of women had already experienced sexual intercourse. Significantly more males had experienced sexual experience than women. The majority of students, living with both their parents had less sexually experience than that living without their parents. There were religious differences, that students who believed in buddhism had more sexual experience than christian or catholic students. Students who reported drinking alcohol frequently had more sexual experience than those who didn't and it was statistically significant (${\chi}^2=47.6$ df=4 p=0.000). 2. Sexual awareness was relatively low. High level group of sex knowledge were less sexual experience than middle or low level group (${\chi}^2=6.038$ df=2 p=0.049). Women were more sexually aware than men (${\chi}^2=20.814$ df=2 p=0.000). Groups who had sisters and brothers were more sexually aware than those who few sisters and brothers. 3. Sixty one percent of respondents said that chastity before marriage should be kept but twenty four percent of them felt that it was unnecessary. Opponents to chastity before marriage had more sex experience than those for. It was statistically significant (${\chi}^2=48.967$ df=2 p=0.000). Those who agreed with the questionnaire point 'Even if people are not married, if they love each other, they can have sexual intercourse.' had more sexual intercourse than those who didn't agree. Those who agreed with the questionnaire point 'Even though people doesn't like, they can still have sexual intercourse.' had more sexual intercourse than those who disagree. On this point, men were three times higher of the opinion than women. So we can see the difference in the perception between men and women. As a result of this study, sexual awareness influences sexual attitudes and sexual attitudes influence sexual awareness influences sexual activity includes poor knowledge and uninformed attitudes about sex. Therefore sex education is needed and it is very important to reestablish concepts about sex.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.365-382
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• 2019

This study aimed to analyze the moderated effects of mathematics test-preparation strategies in the relation between elementary school students' epistemological beliefs about mathematics and test anxiety. The moderated effects were tested by using structural equation modeling with the Ping's two-step approach. The subjects were 810 6th graders (411 male, 399 female) from 13 elementary schools situated in G Metropolitan City. Tests for epistemological beliefs about mathematics, test anxiety, and mathematics test-preparation strategies were used as measurement scales. The results of this study were as follows. The moderated effects of mathematics test-preparation strategies in the relation between epistemological beliefs about mathematics and test anxiety were statistically significant. Higher level of epistemological belief about mathematics were linked to lower level of test anxiety, while lower level of epistemological belief about mathematics led to an increased influence of test-preparation strategies levels on test anxiety. Students who had higher levels of epistemological belief about mathematics displayed lower level of test anxiety when using high levels of test-preparation strategies. Students who scored lower in the epistemological belief about mathematics had lower level of test anxiety when employing low levels of test-preparation strategies. Therefore, to lower the level of test anxiety among elementary students, the intervention program need to consider the appropriate levels of test-preparation strategies in accordance with each student's level of epistemological belief about mathematics.

• School Mathematics
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• v.16 no.1
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• pp.157-180
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• 2014

This study investigated relationships between academic stress and mathematics learning motivation focusing on the mediating effect of academic motivation types. It also tested differential structural relationship among the variables in the high vs. low academic achievement level groups and the boys vs. girls of middle schools. The participants were 952 second graders from five middle schools. Student scores from the standardized tests that were developed to assess the students' academic stress, mathematics learning motivation, and three types of motivation (amotivation, controlled motivation, and autonomous motivation) were used in this study. The results demonstrate that there were significant differences in the relationship patterns of the research variables. Correlation analysis provided evidences that academic stress was negatively related with mathematics learning motivation and autonomous motivation but positively related with amotivation and controlled motivation. Also, mathematics learning motivation was negatively related with amotivation and controlled motivation but positively related with autonomous motivation. Structural equation modelling analysis provided the evidence that the full mediation model was a significant, in that the students' types of academic motivation mediated the effect of academic stress on mathematics learning motivation. Multiple group analysis revealed that there were group differences in the path coefficients of the structural model. But the academic stress showed negative influence on the mathematics learning motivation via amotivation and autonomous motivation in all groups.