• Journal of Food Hygiene and Safety
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• v.9 no.2
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• pp.95-104
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• 1994

A study on food sanitation in school textbooks was performed for 7 months from October 1, 1992 through may 31, 1993. A total of 243 textbooks (77 from elementary school level, 52 from junior high school level and 114 from senior high school level) were reviewed and analyzed. This study was performed in order to develop better method for teaching the subjet of food sanitation to students effectively. The results are as follows: 1) A total number of pages of textbooks dealing with food sanitation were 48 pages (0.53%) in elementary level textbooks, 38.05 pages (0.31%) in junior high school level and 105.05 pages (0.34%) in senior high school level. 2) 104.05 pages were allocated for the subject of food storage, 33 pages for insect and rodent control, 32 pages for food poisoning, 15 pages for food contamination and 7 pages for kitchen hygiene. 3) Of the four categories of textbooks, the numbr of pages dealing with food sanitation were 145 in home economics, 31 in physical education, 12 in social studies and 3.0 in science. 4) Home economics and physical education textbooks allocated many pages in dealing with food sanitation. Home economics textbooks had 88 pages for food storage, 26.05 pages for food poisoning, 7 pages for food contamination, and 2 pages for kitchen hygiene. Physical education textbooks had 15 pages about food storage, 4 pages for food poisoning, 5 pages for food contamination, and 1 page for kitchen hygiene. 5) Social studies textbooks had 5 pages for food storage, 4 pages for insect and rodent control, 3 pages for food contamination. 6) The number of pages dealing with food sanitation in elementary school level textbooks were 20 in physical education, 13 in home economics, 12 in social studies, 3 in science respectively. 7) The number of pages dealing with food sanitation in junior high school level textbooks were 31.05 in home economics, and 7.00 in physical education textbooks. 31.50 pages were about food storage, 6 pages about food poisoning, 13 pages about insect and rodent control, and 1 page about kitchen hygiene. 8) The number of pages dealing with food sanitation in senior high school level textbooks were 101.05 in home economics and 4 in physical education textbooks. 64 pages were about food storage, 21.05 about food poisoning, 13 about insect and rodent control, 4 about kitchen hygiene, and 3 about food contamination. 9) Pictures, drawings and tables were used in explaining food sanitation in the textbooks, 32 drawings of a total of 38 cuts in elementary school level textbooks, 8 pictures of 10 cuts in junior high school level and 13 tables of 14 cuts in senior high school level were used. 10) 5th grade textbooks of elementary school did not have a subject on food poisoning. Other grade textbooks in elementary school level did not contain a subject on food contamination and insect and rodent control. It's recommended that these subjects be contained in the textbooks. 11) It is necessary to teach a subject on health or health and environment independently and contain food sanitation in the subject. It is recommended that a textbook on health or health and environment be published and taught to students. 12) It is recommended that teachers specialized in health education be assigened to schools to teach health related subjects. 13) It is recommended that book publishers use the latest information in the textbooks and technical terms be unified.

• Journal of the Korean Chemical Society
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• v.53 no.1
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• pp.51-61
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• 2009

The purposes of this study are to analyze the learning contents on the measurement of reaction rate which is introduced in the high school ‘science’ and ‘chemistry II’ textbooks, and to revise the experiment appropriate to the learning contents. We examined 11 kinds of ‘science’ textbooks, 8 kinds of ‘chemistry II’ textbooks and 11 kinds of teacher’s manuals used in Korea and additionally surveyed teachers’ opinions on this subject. Most of textbook and teacher’s manuals described that ‘the reaction rate generally decreases through the time’, teachers’ conception also agreed with it. But most of experimental activities in the textbooks were inadequate to explain the concept that the reaction rate generally decreases with time. We analyzed the reasons and revised the experimental condition to solve this disagreement between the description in textbooks and an experimental result. Then we compared improved experimental result and theoretical prediction data. The improved experiment in this study is expected to help to describe the conception of chemical reaction rate in the textbook more clearly.

• Journal of Nutrition and Health
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• v.51 no.5
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• pp.433-444
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• 2018

Purpose: This study examined the status and needs of school-based nutritional education programs for reducing sugars intake in elementary schools. Methods: A total of 230 elementary nutrition teachers participated in this study through an online survey in July 2017. Results: Approximately one-third of the schools conducted nutrition education on reducing sugars intake as a main topic. The most frequent educated grade and education period were $4^{th}$ and $3^{rd}$ grade, and once a year. Most of the nutrition teachers answered that nutrition education related to reducing sugars intake for children was necessary. The nutrition teachers answered that first graders were the recipients in most need of nutrition education for reducing sugars but, realistically, third graders were the most suitable for nutrition education. The appropriate education topics were limited to the lower grades, such as sugars consumption related health problems, foods containing high sugars, and behaviors to reduce sugars intake; however, a wider variety of topics were selected for the upper grades. The experiment was considered to be an effective educational method for both the lower and upper grades. The most appropriate nutrition education media appeared to be a mock-up in the lower grades, and an experiment kit in the upper grades. Games and videos were highly considered to be effective media to educate students in reducing sugars consumption by voluntary participation in free time in the classroom in both the lower and upper grades. Conclusion: Nutrition education programs focusing on sugars intake reduction were conducted in some elementary schools, but the training time was short and the types of activities were limited. The perception and demand for nutrition education was very high. Therefore, the development and dissemination of elementary school-based nutritional education programs for sugars intake reduction is urgently needed. Moreover, to develop an effective nutrition education program, the education environment and demand in the field should be fully considered.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.773-786
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• 2005

This study investigated high school student and chemistry teacher perceptions on the effect of water vapor in the air on evaporation and boiling of water by a questionnaire. In science textbooks evaporation and the boiling of water are related to the vaporization concept, boiling is related to vapor pressure and air pressure, and vapor pressure is related to the vapor concept in the air. High school student and chemistry teacher perceptions on these linkages were compared. Science textbooks were also analyzed for reasons behind these diverse perceptions. Results revealed that a majority of students conceptualized that vapor in the air was related to evaporation and boiling, but were unable to distinguish the evaporation phenomena at the macroscopic level and the evaporation of water molecules at the microscopic level. They also thought that vapor in the air affected vapor pressure and boiling. Although the percentage of teacher scientific conception was higher, a great number of teachers had diverse perceptions on evaporation and boiling just as students had. Common explanations of evaporation and boiling phenomena in science textbooks were at the macroscopic level. Moreover, there were few connections of concepts even if the explanations were at the microscopic level.

• School Mathematics
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• v.13 no.3
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• pp.405-422
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• 2011

In this study, we consider the meaning of one-to-one correspondence through theoretical background under operation of matrix. On algebraic point of view, its significance is 'through one-to-one correspondence from a set with given structure, become a methods in order to induce an algebraic system in to a new set.' That is a key idea making isomorphic structure. Such process experiences necessity of mathematical fact, as well as the deep understanding of one-to-one correspon -dence. Also that becomes a base for develop a various mathematical concepts, such as matrix, exponential laws, symmetric difference, permutation and so on. This study help teachers and students to understand of mathematical concepts meaningfully and to facilitate teacher's professional development.

• Journal of the Korean Chemical Society
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• v.43 no.5
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• pp.578-588
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• 1999

The purpose of this study is to develope the more effective chemistry teaching strategy through analyzing the demanded cognitive levels of contents in high school chemistry I textbooks and the cognitive levels of students who learn these textbooks. For this purpose, the levets of cognitive development stages of 821 second grade students of high schools in Seoul City were anaIyzed using the GALT short version test. The demanded cognitive levels of understanding the contents of chemistry I textbooks in high school were analyzed using the curriculum analysis taxonomy developed by CSMS (Concept in Secondaly Mathematics and Science) program of the Great Britain. The resuIts showed that the proportion of students in the concrete operational stage, the transition stage, and the formal operational stage was l0.7%, 43.0% and 46.3%, respectively. The demanded levels of textbook contents were mostly the early formal operational stages. The concepts demanded the level of the late formal operational stage were 'atomic and molecular weight', 'stoichiometry of chemical reaction', and 'periodic properties of elements'. The results will be helpful for teachers in knowing what concepts are difficult for students to understand and in planning strategies for teaching those concepts. To demonstrate the application of the results obtained in this study, an example of developing teaching strategy which includes the adjustment of cognitive level of contents was shown.

• Journal of the Korean Institute of Landscape Architecture
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• v.46 no.4
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• pp.36-48
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• 2018

This study surveyed 599 elementary schools in Seoul to provide measures for the quantitative expansion and sustainable operation of environmentally-friendly school garden. Of all schools, 161 schools had formed and were operating school gardens. The total area of school gardens was $166,901m^2$ and the mean area was $131.2m^2$ in elementary, junior high and high schools in Seoul. Meanwhile, the total area of school gardens was $65,493m^2$ and the mean area was $363m^2$ in 161 schools that participated in the survey, indicating $1.15m^2$ per student. Of these schools, 11.8% were operating gardens themselves, while 50.3% were operating gardens that had been newly renovated or environmentally improved by institutional support projects after initially managing gardens themselves. According to the locations of school gardens, mixed-type gardening (a combination of school gardening and container vegetable gardening) accounted for 34.8%, followed by school gardening at 32.9%, container vegetable gardening at 29.2%, and suburb community gardening at 3.1%. Those in charge of garden operations were teachers at 51.6%, comprising the largest percentage. Facilities built when forming the garden included storage facilities for small-scale greenhouses and farming equipment at 26.1%, accounting for the largest percentage. No additional facilities constructed accounted for 21.7%. The greatest difficulty in operating gardens was garden management at 34.2%. The most needed elements for the sustainable operation of gardens were improvement in physical environment and the need for hiring a paid garden, each accounting for 32%. The most important purpose for school gardening was creating educational environments (81.6%). The major source for gaining information on garden management was consultation from acquaintances (67.8%). Schools that utilize plant waste from gardens as natural fertilizers accounted for 45.8% of all schools. Responses to the impact of operating school gardens for educational purpose were positive in all schools as 'very effective' in 63.2% and 'effective' in 36.8%. This study was meaningful in that it intended to identify the current status of the operation of school gardens in elementary schools in Seoul, support the formation of school gardens appropriate for each school with sustainable operation measures, implement a high-quality education program, develop teaching materials, expand job training opportunities for teachers in charge, devise measures to support specialized instructors, and propose the need for a garden management organization.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.1-29
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• 2013

The main goal of the research is to develop instructional consulting manual to help math teachers improve classroom teaching. Improving the quality of teaching in schools is stressed as a central focus of meaningful classroom instruction and high quality education. In this research, teaching consulting was defined as an activity that covers reflection process oriented towards formative assessment and continuing professional development. Within this context, subject-specific teaching consulting and teaching professionalism with focus on PCK was reviewed. Further, the questionnaire survey was conducted to investigate the current situation of teaching consulting and teachers' needs for consulting. And also, specific examples of subject-specific consulting based on our previous consulting experiences in math classes were shown. Alternative ways to improve subject teaching were derived through the conferences where consultants and consultees analyze video-taped lessons conducted by the consultees. By those results, a manual for invigorating teaching consulting was developed. The contents of the manual consists of setting conditions of teaching consulting and its implementation in the classroom teaching. The first part of the manual contains steps to establish teaching consulting system, the qualification and role of the consultant, system evaluation, etc. The second part of the manual presents the pre-preparation, prescription and implementation and follow-up management steps. Each part of the manual provides consultants with specific guidelines for each step. Finally, recommendations for making policy related to ways to invigorate teaching consulting was suggested. It is expected that specific examples and cases of subject-specific teaching consulting presented in this research will be used to narrow the gap between theory and practice of teaching consulting, and to help math, science and English teachers develop teaching professionalism.

• Journal of Korean Library and Information Science Society
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• v.50 no.2
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• pp.149-168
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• 2019

The purpose of this study is to analyze the characteristics of teacher librarians' efficacy and to propose some ways to enhance their efficacy. To do this, questionnaires on 30 teacher librarians who participated in the level 1 certification program of K university in 2018 were conducted. The results showed that their average efficacy was 3.38, the efficacy of teaching method was 3.60, the collective efficacy was 3.38, and the personal efficacy was 3.18. They had high personal efficacy on classroom management, the willingness to lead poor students and the possibility of problem student guidance, and collective efficacy on conflict management with fellow teachers and parents. On the other hand, personal efficacy in problem analysis and guidance for problem students, difficult contents and course instruction were low. Also, the collective efficacy of the conflict between the manager and the education office was low. They have a strong willingness to improve teaching methods for students and showed high efficacy about student synchronization and preparation for teaching. However, they were aware of the lack of learning skills and the lack of various teaching methods. The variables influencing their efficacy were graduation, education level, school size, and degree. Especially, the higher the education level, the more confident and enthusiastic about teaching problemmatic students and disadvantaged students. In addition, teacher librarians with high academic standards showed high confidence in conflict resolution with peers and parents and teaching methods. The improvement direction to enhance their efficacy in this study are increasing the ratio of teacher education in the field of education, reforming teacher librarians training before appointment, establishing supervision organizations for school libraries and improving their professionalism by going to graduate school.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.393-405
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• 2006

The purpose of this study was to analyze the effects of Semantic Network Program (SNP) instruction on learning achievement and motivation in high school biology classes. For this study, a SNP was designed by applying the recommendations in regard to student attention and satisfaction factors in Keller's ARCS theory. SNP instruction was conducted with an experimental group and a control group, each consisting of 62 high school biology class student. A pretest-posttest control group design was employed. The pre-test was used to analyze the learning achievement test, learning motivation test, and semantic forming test. For 4 weeks the experiment group was instructed using the developed SNP which centered on Keller's attention and satisfaction factors, and the control group was instructed via teacher-centered lectures based on the textbook. It was found that SNP instruction efficiently increased students' biology learning achievement (p<.001). It was also discovered that SNP instruction was effective in increasing Keller's motivation strategies on attention and satisfaction factors (p<.001). In addition, SNP instruction positively affected students' semantic formation (p<.001) and learning content retention (p>.05) in the heredity unit by aiding students in the area of active multimedia learning. An in depth interview with students in the class using SNP instruction showed that material learned via this method in biology had longer retention of problem-solving methods. Consequently, SNP instruction according to motivation strategies may high school biology teachers with meaningful teaching-learning methods strategies for the unit on heredity.