• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.866-878
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• 2012

The Natural Science High School is specialized in vocational education or training related to natural sciences such as biology or chemistry. Therefore, natural science high school students are expected to possess a high level of science learning motivation. This study aims to explore natural science high school students' level and structure of science learning motivation by comparing students in general high school. One hundred ninety three students from a natural science high school and 208 from a general high school participated in this study. We administered a questionnaire that consisted of seven science motivation components: 1) career motivation; 2) science grade motivation; 3) understanding the relevance of scientific knowledge; 4) need for learning science; 5) self-determination; 6) self-efficacy; and 7) attitudes toward science class. We employed independent t-test, path analysis, bivariate correlation, and stepwise multiple-regression for the statistical analyses. Our findings illustrated that the natural science high school students' levels on all seven variables were significantly lower than the general high school students.' The path analysis illustrated that career motivation and science grade motivation had relatively stronger influence on self-determination and self-efficacy in the natural science high school student sample than in the general high student sample. The explanatory powers of four independent variables (career motivation, science grade motivation, understanding the relevance of scientific knowledge, and need for learning science) predicting self-determination and self-efficacy were 30% higher in the natural science high school student sample than in the general science high student sample. These results suggested that natural science high school students' science learning motivation may be easier to change by extrinsic motivations such as career and science grade motivation.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.453-464
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• 2019

In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.87-94
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• 1999

This study investigated the influences of science anxiety ill elementary school teachers on tile children's science achievement and attitudes. For this study, 166 elementary school teachers taken charge of 4th, 5th, 6th grade of elementary school children, were chosen as a sample. First, we tested science anxiety test to these teachers, and then chose 50 teachers that are 25 teacher of highest score and 25 teachers of lowest score. Next, we chose 1848 students that 50 teachers take charge. The results are as follows. 1. The children learned from lowest scored teacher got the higher point than the children learned from highest scored teacher in science achievement test. 2. Children's science attitude have a little differences in 4 sub-boundary area but totally lower science anxiety group have higher score than higher science anxiety group. 3. Another variables such as grade, living district, teachers' training experience give influence to the children's attitude to science. In this result, we found that teachers' science anxiety influenced in some part upon the elementary student science achievement and attitude.

• Journal of Families and Better Life
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• v.3 no.1
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• pp.69-76
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• 1985

This study was attempted to investigate the relationship between the academic achievement and the internal and external motivation of academic achievement. Here, the internal motivation of academic achievement refers to the case that a student feels the necessity of study and h satisfaction, expects rewards, or has interest in his study; external motivation of academic achievement means that a student has outward motivation such as other's recognition, rewards, or compulsion. As the result of this study, there showed significant difference in the academic achievement in proportion as the level of internal and external academic achievement motivation (P<.001). the students with the higher internal motivation and the lower external motivation turned out to have the highest effect of academic achievement; on the other hand, the students with the lower internal motivation and the higher external motivation showed the least academic achievement. There was 11.60 points-difference on the average between those two groups in terms of grade. The academic achievement and the internal motivation shows significant correlation(r=.25, P<.001) while academic achievement and the external motivation presents negative tendency (r=-.10). Through the results of regression analysis, the estimation of the academic achievement by the two variables to academic achievement motivation was 6.22%(P=.0001)

• Hwankyungkyoyuk
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• v.20 no.1
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• pp.90-105
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• 2007

The purpose of this study is to find the influence of environmental issue analysis instruction on the environmental decision making ability for grade 5 elementary school students. The study was done through pre and post testing control group structure. The object of this study is grade 5 of I elementary school students which were divided into 35 student test group and 54 student control group. Through studying references, the selection standard of appropriate environment issue and the environmental issue analysis instructing objective. Conducted the environment issue instructing based on the selected environment issue and instructing objective. The classes were held in total of 6 sessions in the chapters related to class objective and class content within the curriculum. The pre and post testing was done using environment decision making ability test sheet which was reconstructed by myself and the results were analyzed by t-test. As a result of comparing pre and post testing the students in test group showed significant results in the processes of problem recognition, evaluation of alternatives, behave planing (p<.001). As a result of comparing the differences of environment decision making ability of pre and post test of test group and control group, it showed significant results in the process of evaluation of alternatives(p<.00l). The environment issue analysis class has positive influence on the environment decision making abilities of the students but since the outcome of environment decision making ability is lower, there is a need for long term environment education plan and further studies to find whether the environment issues within the textbook is appropriate in the elementary student level, useful school aspect and the influence of environment issue analysis class on the change of values for individuals.

• Korean Journal of Community Nutrition
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• v.22 no.1
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• pp.13-21
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• 2017

Objectives: This study was conducted to evaluate the nutrition quotient (NQ) by mother's parenting style which may influence the NQ in preschool children. Methods: Subjects were 310 mothers and their 4-6 year old children. The questionnaire composed of demographic characteristics, mother's parenting style at meal time and eating behavior as measured by NQ questions. The NQ questions consisted of 19 food behavior checklist items and all items were grouped into 5 factors: balance, diversity, moderation, regularity, and practice. Mother's parenting style was classified by using words for nutrition education at meal time. All data were statistically analyzed by SPSS program (Ver. 23) and the statistical differences in variables were evaluated by Student's t-test, ${\chi}^2$-test, One-way ANOVA. Results: We observed that in children whose mothers use the parenting style at meal time of 'explanation' and 'compliment & cheer up' had high dietary regularity, diversity, practice. The children of mothers who use the parenting style at meal time of 'persuasion' and 'reward' were found to have a lower degree of balance, diversity, and practice. Especially, children of 'reward' style mothers had lower moderation of dietary life. On the other hand, among the parenting style at meal time of 'comparison & demand', 'treating' and 'faire', there was no significant difference in the NQ factor by each group. NQ grade was higher among those who used more explanation (p < 0.001) and persuasion (p < 0.01) and with use of less persuasion (p < 0.01) and reward (p < 0.01). The positive association observed between the frequency of dietary education of mothers and higher NQ grade indicated the degree of dietary practices of those children. On the other hand, the children of mothers who rarely practice the dietary education at home had lower NQ grade (p < 0.001). Conclusions: In order to promote children's proper dietary behaviors, it is important to provide nutrition education to children as well as provide guidance on parenting style at meal time.

• Journal of Korean Elementary Science Education
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• v.31 no.4
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• pp.436-449
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• 2012

This study aimed to investigate primary students' science-related attitudes through the literature review. Ninety-four papers published in domestic science education journals, since 1990, were collected and were followed by content analysis. In this study, science-related attitude was conceptualized as attitude toward science, scientist, science-related occupations, and school science, which is composed of cognitive, affective and behavioral domains. Based on the conceptualization, the instruments used for measuring students' attitudes were analyzed. The analysis of definition of science-related attitude in the articles showed different foci on cognitive, affective and behavioral domains. To suggest the effective instruction for enhancing students' science-related attitudes, this study identified students' attitude with gender, grade, residence and achievement level. The result showed that male, urban, higher-grade and better performed students had more positive attitude than female, rural, lower-grade and less performed students. As for the factors in science-related attitude, I categorized the factors into personal, environmental and pedagogical aspects, and found that psychological elements in all domains were most influential to students' change of science-related attitudes. It is interesting to note that students showed dichotomous views about experiment and that task-oriented instruction failed to enhance students' attitude. Based on the research findings, this study suggests effective instruction for improving students' attitudes and future research for science education.

• Journal of the Korean Home Economics Association
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• v.27 no.4
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• pp.11-20
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• 1989

Teen-agers are much concerned for their appearances. Their clothes reflect their living conditions and serve as a means to represents themselves as well. They also show great concern for the clothes of students of an age. So to guide their clothing behaviours in school plays a very important role in the living guidance of students. From this point, this study was aimed at examing closely the differences of recations as to the girl students' clothing behaviours between boy students and girl students of high school, and the correlation between environment condition and reaction upon the clothing behaviours of girl students. To check the physical environment condition of the family, the family circumstances test, made and standardized by Jung Won Sik, was used. To check the clothing behaviours of girl students, four items-modesty, fashion and esthetics were made and each item had five questions, wihich comprised fifteen questons all told. The subjects of this study included students in eight high schools located in Incheon, totaling 930 boys and girls. The results of this study were summarized as follows: 1. There are great differences in students' reaction upon girl students' clothing behaviours according to their physical circumstances level, sex, grade years and the degree of concern for other sex. (A) The correlation between students' physical circumstances level and their reaction upon the girl students' clothing behaviours is high in all the three items. The higher the students' circumstancses level is, the lower their reaction upon modesty is, and the higher their reaction upon fashion. In case of esthetics, only girl students show great concern for it. (B) As to the reaction upon the girls students' clothing behaviours by sex, girls show higher concern for modesty, fashion and esthetics than boys. (C) As to the reaction upon the girl students' clothing behaviours by the grade years, the first year students as a whole show higher concern for modesty than second grade year students. (D) As to the reaction upon the girl students' clothing behaviours by the degree of concern for other six, the more concern both the boy and the girl students have for other sex, the higher their reactions are upon fashion and esthetics, but the lower upon modesty. 2. From the point of reactions upon the girl students' clothing behaviours, (A) as to fashion, free variables can explain by 7.8 percent the degree of concern for other sex, physicial circumstances level, and sex in that order. (B) as to fashion, free variables can explain by 5.4 persent the concern for other sex, physicial circumstances level, and sex in that order. (C) as to esthetics, free variables can explain by 4.8 percent the concern for other sex, physicial circumstances level, and sex in that order. From the above analysis, the following are included: The concern for other sex has the greatest influence on the girl students clothing behaviours, the physicial circumstances level the nest, sex the third and the grade year the last.

• Korean Journal of Community Nutrition
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• v.3 no.2
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• pp.190-201
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• 1998

This study was carried out with 505(243 boys and 262 girls in the Sungnam area) high school students to investigate the effects of eating behavior and anthropometric variables of weight and height on excercise performance. General characteristics about subjects and eating behavior were surveyed by questionnaire, anthropometric data were collected using two methods. The weight and height of subjects in 1996 were measured, but the same data in 1995 were collected from health records of each student. Body fat content of subjects was measured by BIA(Body Impedance Analysis). The grades of exercise performance, which were evaluated by physical education teachers were collected from records of a physical strength test score of each subject. From these, the following result were found. Groups with different eating behaviors such as skipping meals, overeating, food preference for a specific food(milk, carbonated drink etc.) were significantly different in their weight and height and body fat contents. The growth rate of height in first and second grade boys was significantly higher than that for grade boys. The amount of weight gain from second grade to third grade was significantly more than that of other grades both for boys and girls. The mean of BMI was $21.66\pm{2.95}$ in boy, $21.50\pm{2.62}$ in girls. The percentage of body fat was $24.91\pm{6.55%}$ in boy $34.73\pm{4.88%}$ in girls. Amounts of body fat were significantly increased in third grade. The group with higher fat content and the higher BMI group had lower values of physical strength. And the ability to exercises perform decreased significantly by promotion of grade. The other variables such as degree of concern about weight control and preference of exercise, and frequencies of exercise per week were significant factors in body fat content and physical strength. As a countermeasure for these problems, nutrition and health education must be developed for adolescents and a practical, proper physical activity guidance campaign for them is necessary.

• Journal of Preventive Medicine and Public Health
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• v.10 no.1
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• pp.52-58
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• 1977

By evaluating the health status by Cornell Medical Index in conjunction with their academic grade, we attempted to find out whether any health condition may affect on their academic carrier. CMI health questionnaire was filled out by student and matched with one's own academic score if the previous year. Academic score was classified into 5 grades: excellent, very good, good, fair and poor. Difference in number of questions between sections was corrected by standard score method with means of 50 and standard deviation of 10. Differences in number of 'yes' answers between sections and between groups of students in each grade were statistically tested by two-way variance analysis method. On the other hand, influence of neuropsychiatric factors (section M-R) on the academic carrier was analyzed by $X^2-test$ with Fukamachi's classification. The following were the results obtained in this study: 1) Number of 'yes' answers in sections related to mood and feeling patterns (sections M-R) were appeared to be influential to academic carrier in male students, but not in female students. 2) Generally speaking, in groups of higher academic grade, number of 'yes' answers in each section was on an averege 50 or less, and in groups of lower academic grade, the number was 50 or more depending on sections. 3) Number of 'yes' answers between sections and between groups in each academic grade were significantly different both in male and female college students. 4) It was noteworthy that data obtained from CMI questionnaire might be variable subjectively by examinees with some factors at the time of administration.