• Hwankyungkyoyuk
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• v.20 no.3
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• pp.1-17
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• 2007

The purpose of this study was to establish objectives for ninth grade studies of heredity and evolution in middle school in an attempt to foster students' consciousness of bioethics, and it's additionally intended to develop and apply lesson plans handling different points at issue and to determine the effects of the lesson plans on the bioethics of middle school students. The subjects in this study were 152 ninth graders in a middle school, whose science scores were similar. An experimental group and a control group were made up of 76 students respectively, and a pretest was conducted with test paper developed by this researcher to assess their awareness of bioethics. The experimental group took lessons by using the teaching plans prepared in this study, and the control group received typical education according to the curriculum. And then a posttest was implemented with test paper developed in this study to compare the two groups. In addition their science grades were compared as well. The findings of the study were as follows: First, seven learning objectives were selected from three units related to bioethics in the third-year 8th category of heredity and evolution of middle school. Second, in order to attain the selected learning objectives, four session lesson plans were prepared. Third, the experimental group that studied using by the lesson plans made better progress in bioethics awareness and the gap between the two was statistically significant(t=6.61, p<.001). The former were ahead of the latter in consciousness about species equity(t=7.71, p<.001), the dignity of life (t=3.78, p<.001), human rights(t=2.99, p<.01) and equity among generations(t=2.66, p<.01), but not in awareness of the diversity of species. Fourth, there was no significant gap in science scores between the students studied according to the curriculum and those who received instructions by using the lesson plans developed in the study.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.111-122
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• 2019

In this study, the characteristics of the reading materials in the chemistry domain of elementary school science and middle school science textbooks and chemistry I and II textbooks developed under the 2009 Revised National Science Curriculum were investigated. The criteria for classifying the reading materials were the types of theme, purpose, types of presentation, and students' activity. The inscriptions in the reading materials were also analyzed from the viewpoint of type, role, caption and index, and proximity type. The results indicated that more reading materials were included in the elementary science textbooks compared to middle school science, chemistry I, and/or chemistry II textbooks. The percentage of application in everyday life theme was high in the reading materials of elementary science textbooks, whereas the percentage of scientific knowledge theme was high in those of middle school science, chemistry I, and/or chemistry II textbooks. It was also found that the percentage of expanding concepts purpose was high in the reading materials of elementary science textbooks, whereas the percentage of supplementing concepts purpose was high in those of middle school science, chemistry I, and/or chemistry II textbooks. Several limitations in the use of inscriptions were found to exist; most inscriptions were photograph and/or illustration; most inscriptions were supplementing or elaborating texts; many inscriptions were presented without a caption or an index; there was a problem in the proximity of inscriptions to text.

• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.1010-1029
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• 2002

The purpose of this research was to survey middle school students' preference for science and its causal factors, so as to analyze the causal relationships between them. Preference for science and its causal factors were defined theoretically, and a theoretical model was constructed to measure them and analyze the causal relationship by structural equation modeling. According to the theoretical model and a pilot test, a questionnaire was developed with three parts; the background information of a respondent, the preference for science, and the causal factors of preference. The questionnaire was administered to one class per grade of randomly selected 8 middle schools from 4 areas across the country, and 819 students' data were collected. Preference for science was defined as a state of mind. It revealed to what extent, and how, one likes science. It consisted of 3 categories - 'emotional response', 'behavioral volition', 'valuational comprehension', and each category was divided into two subcategories. Causal factors affecting the preference for science consisted of three categories - personal, educational and social factors, and each was divided into 2 or 3 subcategories. Middle school students' preference for science was middling as a total. Curiosity about contents of science and valuation of science were high, comparatively, but behavioral volition about science was especially low. Students' responses to the causal factors were relatively high in every educational factor and sociocultural valuation of social factors, but relatively low in socioeconomic rewards of social factors, and especially low in personal factors. The causal relationship about the preference for science was investigated by multiple regression analysis and path analysis, using the structural equation model. Multiple regression analysis about the preference for science and its causal factors revealed important factors. The important factors were personal ability, the personal traits, rewards in school science, and contents of school science in order of magnitude of standardized regression coefficient ${\beta}$. Stepwise regression analysis with each of the subcategories of the preference for science as dependent variables showed what factors were important in each subcategory. According to the result of structural equation modeling, personal factors affected 'emotional response' and 'behavioral volition' directly, and social factors affected 'valuational comprehension' directly. Educational factors affected all categories of the preference for science by influencing not only 'emotional response' and 'valuational comprehension' directly, but also 'behavioral volition' indirectly. The way to promote middle school students' preference for science was suggested, based on the analysis result.

• Journal of Nutrition and Health
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• v.43 no.3
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• pp.285-293
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• 2010

This study investigated the body image, body stress, eating attitude, and dietary quality in middle school girls. Questionnaires were administered to one hundred fifty seven middle school girls in Seoul area. The subjects were categorized into the five groups according to their body mass index (BMI); 1) severely under-weight (BMI < 16.5 $kg/m^2$), 2) under-weight (16.5 $\leq$ BMI < 18.5 $kg/m^2$), 3) normal weight (18.5 $\leq$ BM I < 23.0 $kg/m^2$), 4) overweight (23.0 $\leq$ BMI < 25.0 $kg/m^2$), and 5) obese (BMI $\geq$ 25 $kg/m^2$). 7.0%, 14.6%, 58.9%, 10.2%, and 10.2% of the subjects were classified as severely under-weight, under-weight, normal weight, overweight and obese groups, respectively. Regardless of the BMI, the subjects had disturbed body image, body stress, and poor eating attitude. The actual BMIs of the normal weight, overweight and obese subjects were significantly different from their desired BMI and perceived BMI, representing these subjects dissatisfied their body shape. Almost all subjects tried to lose their body weight even in the severely under-weight and under-weight groups. There were significant correlations of BMI with body image disturbance (p < 0.05), body stress (p < 0.01) and eating attitude (p < 0.05). These results indicated that middle school girls who have higher BMI seemed to have more body image distortion, body stress and risk of eating disorder. However, any significant difference in dietary quality among the five groups was not observed even though their dietary patterns were not balanced. As a conclusion, it is required that middle school girls should correct their distorted body image and body stress. Also, efforts to improve eating attitude, dietary pattern and nutritional status in the middle school girls are needed.

• Journal of Korean Library and Information Science Society
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• v.54 no.1
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• pp.241-268
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• 2023

The purpose of this study is to compare and analyze the reading status of middle school students in S region based on the national reading survey in 2021 and to suggest a plan to promote the creation of a reading culture. To this end, we conducted a reading survey of 695 middle school students in S region for two weeks from July 5, 2022 to July 19, 2022. In addition, by comparing and analyzing the national reading survey, problems in the reading survey of middle school students in S region were identified, and the necessity and plan for revitalizing the reading culture were presented. The measures to activate the reading culture are as follows. First, a method to improve middle school students' reading volume was sought. Second, various ways to activate reading clubs were suggested. Third, the necessity of supplementing the one-book reading program per semester was suggested. Fourth, a communication plan between the school library and students was presented. Fifth, the need for various reading guidance and reading programs for middle school students was recognized.

• Hwankyungkyoyuk
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• v.13 no.2
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• pp.1-13
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• 2000

The purpose of this study is to investigate the present status of environmental education administration in the middle schools of Seoul City and to find problems to be solved environmental education in middle schools. To accomplish these purpose surveys for middle school teachers in Seoul was conducted, and evaluation reports of school environmental education of 1998 were analyzed. The results indicated that both schools and Ministry of Education offered few evaluation standards related to environmental education. Most schools abolished division of environmental affairs because of the reorganization of school system, which focuses on subject and aptitude-based education. In addition, environmental education and related activities were maily the responsibilities of division of science education. The teachers responded that such activities as organization and management of mothers'social service, management of environment day, use of environmental conservation card, and establishment of conservation area were not effective and should be abolished. The conclusion from this study are that environmental education can be effective only when goals of environmental education are included in school evaluation, and the division of environmental affairs should be revived and systematically operated in school.

• Korean journal of food and cookery science
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• v.25 no.2
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• pp.189-198
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• 2009

This study was conducted to analyse middle school students' perceptions of seafood as well as their eating experiences and favorite cooking methods for seafood. It also examined the frequency and use of seafood on school lunch menus. Questionnaires were distributed to 739 students in 5 middle schools in the Busan area. On a scale of 5.00, the average scores for perceptions toward seafood were as follows: 3.67 for health & nutrition, 3.53 for taste, 2.53 for smell, 2.77 for convenience. The male students had significantly_(p<0.05) higher perception scores for health & nutrition, taste, and smell than the female students. Among 38 types of seafoods, the highest percentages for eating experiences included seaweed_(99.2%), anchovies_(99.1%), fried fish paste_(98.6%), shrimp_(98.4%), crab_(98.2%), squid_(97.9%), sea mustard_(97.8%), mackerel_(97.7%), dried squid_(97.3%), and hair tail_(96.9%). However, the majority of students had eaten a limited amount of seafood. The degree of seafood intake at home was significantly_(p<0.01) higher than at school. The students' favorite cooking methods for seafood were in the order of grilling, stir-frying, steaming, deep-fat frying, and soup. However, the middle school lunch programs primarily served as soup, seasoning, stir-fried, braised, deep-fat fried, and grilled, respectively. The main reasons for leaving seafood on a plate were inconvenience due to the fishbones_(62.7%), tasteless_(45.4%), and disliking the smell_(35.7%). Improvements that students wanted for seafood on school lunch menus included removal of fishbone for convenience_(67.0%), taste_(52.0), and increased variety of seafood types_(38.2%).

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.773-790
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• 2015

Conducted as an ethnographic examination of science teaching and learning in an Innovative Middle School in Korea, this study employs sociocultural theory to examine how structures afford and limit student participation in an innovative school designed to promote student-centered learning. Data includes teacher and student interviews, student responses to a questionnaire, classroom observations, and analysis of video recordings of ten lessons in two in two 8th grade science classes. Using structure|agency dialectic theory, we identify and describe some structures that afford and limit teacher and student agency at the micro (science classrooms), meso (school), and macro (Korean society) levels to raise some questions about current reform measures, such as innovation schools, that seek to position classroom teachers as agents for change in science education reform in Korea. Findings suggest that while teachers and school administrators play an essential role in structuring learning opportunities at the meso and micro levels, they have limited agency to address structural constraints originating at the macro-level, which can negatively impact teaching and learning in the science classroom. We offer implications for policy and practice and argue the need for more qualitative research, informed by sociocultural theory, to inform science education reform efforts in Korea.

• Korean Journal of Community Nutrition
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• v.24 no.2
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• pp.137-151
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• 2019

Objectives: The rapidly changing dietary environment requires a study that addresses the status of middle and high school students regarding their consumption of convenience food sold at convenience stores. Methods: This study examined adolescents' lifestyle patterns, dietary habits, and status of consuming convenience food at convenience stores. A total of 659 students (329 middle school students and 330 high school students) in Incheon participated in this questionnaire survey. Results: The mean age of the subjects was 13.7 years for the middle school students, and 16.6 years for the high school students. The gender and grade distributions in the middle and high school students were similar. The middle school students reported that they spent more time using electronic devices (p<0.001) or watching TV (p<0.001) than high school students. More than 60% of middle and high school students consumed convenience food at convenience stores without statistical difference between the two groups. The main reason for consuming convenience food from convenience stores was its convenience followed by taste in both groups. Despite the high frequency of consuming convenience food, the students rarely checked the nutrition labels at the time of purchase. On the other hand, they were still most concerned about the nutritional value of the convenience foods when they consumed convenience foods. The most frequently consumed convenience food was ramyon in both groups. Significant positive correlations were observed between the frequency of consuming convenience food at convenience stores and lifestyle factors for the middle school students, including monthly allowance, time for using electronic devices, and number of private lessons. For the high school students, however, the only monthly allowance had a significant positive correlation with the consumption. Conclusions: Adolescents are increasingly exposed to convenience foods and relevant nutritional issues are a concern. Therefore, a dietary environment that is adequately formed for the healthy development of youth as well as systematic nutrient education that is appropriately designed for both middle and high school students is required.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.291-302
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• 1995

Most middle school and high school students learns under the same study plans and educational courses. Such an equal level education policies prevent the science-gifted from developing and promoting their ability. So it is severely necessary to sort out the gifted in science and make them develop their ability. In this paper, the attitudes of teachers and parents toward the science-gifted student in middle school were investigated as well as the characteristics of the gifted. One hundred science teachers of middle school who recommended the gifted in science and their parents in Seoul area were questionnaired. The follows are the consequences of investigation. 1. Most teachers and parents of the gifted considered that the school should do a special care for the gifted in science. That is, they prefer the enrichment course to the acceleration course for it. 2. The teachers play the role of motivating the study and promotion very well, but do not well as either the advisor or the cooperator with the parents because of their excessive work and lack of professional knowledgement about education of the gifted. 3. The parents play the role of the advisor or the counselor well, but do not well as the cooperator with school. 4. Among the characteristics of the gifted, there are not any differences between boys and girls in conduct characteristics. But there are meaningful difference in emotion characteristics. 5. The education of the gifted is very important for developing of country and personal promotion. So the administrative and financial support are necessary in order to sort out the gifted in science earlier and provide various programs.