• 한국과학교육학회지
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• 제35권6호
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• pp.997-1006
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• 2015

실험에 대한 메타적 인식은 학생들의 과학적 탐구와 과학의 본성에 대한 이해의 중요한 요소 중 하나이다. 이 연구에서는 중학생과 고등학생의 과학과 생물에서의 '실험'의 의미에 대한 인식을 알아보았다. 특히 이 연구에서는 언어 네트워크 분석방법을 사용하여 학생들의 인식을 구조적으로 확인하였다. 이 연구를 위해 190명의 중학생과 200명의 고등학생 이 연구에 참여하였다. 학생들은 과학에서의 '실험'과 생물에서의 '실험'의 의미에 대한 두 문항에 서술형으로 응답하였다. 수집된 응답을 바탕으로 총 4개의 언어 네트워크가 구성되었다. 연구 결과, 과학에서의 '실험'에 대하여 중학생들은 '우리', '직접', '원리' 등의 단어를 중심으로 활동적 측면에서의 실험을 인식하였다. 반면 고등학생은 '이론', '사실', '내용' 등의 단어를 중심으로 지식을 생성하는 탐구과정으로서의 실험으로 인식하였다. 또한 생물에서의 '실험'에 대하여 중학생은 '해부', '몸'을 중심으로, 고등학생은 '생명', '관찰'이 중심으로 인식하여 생명체를 다루는 관찰활동으로 인식하였다. 이러한 연구결과는 앞으로 과학 교과 및 생물 교과에서 실험을 지도하는데 있어서 중요한 근거자료로 활용될 수 있을 것이다.

• 한국생활과학회지
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• 제21권6호
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• pp.1223-1234
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• 2012

The purpose of this study was to investigate the effects of body weight, perception of body shape and satisfaction with body shape on obesity stress and self-esteem among middle school students. The participants in this study were 446 middle school students in K-city. The major results of this study are as follows. First, male students demonstrated higher obesity rates than female students, and female students considered themselves to be fatter and less satisfied with their body shape than male students. Female students had significantly more obesity-related stress than male students. Second, there were significant differences in physical obesity stress according to body weight status among male and female students, and there was statistically significant difference in psychological obesity stress according to body weight status among male students. Male and female students who considered themselves to be fatter and less satisfied with their body shape suffered from high obesity stress. Third, there was no significant difference in self-esteem according to body weight status, but self-esteem was affected by perception and satisfaction of body shape; male and female students who considered themselves to be fatter and less satisfied with their body shape showed low levels of self-esteem. As the result of regression analysis, psychological obesity stress was the strongest factor in explaining self-esteem among all students, and satisfaction of body shape was also found to be a significant variable among female students.

• 한국가정과교육학회지
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• 제29권4호
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• pp.133-147
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• 2017

본 연구는 광주지역에 거주하는 중학생을 대상으로 김치에 대한 인식과 섭취실태에 대해 조사하고 김치 인식도에 따른 김치 섭취의 차이를 분석하여, 학생 스스로 김치에 대해 재인식 할 수 있도록 하고, 학생들의 올바른 식습관 형성에 도움을 주는 기초 자료를 제공하고자 하였다. 광주지역에 거주하는 중학생을 대상으로 구조화된 설문지로 자료를 수집하였고, 374부를 최종 분석에 사용하였다. 중학생의 김치 인식도는 1학년은 4.10점, 3학년은 3.92점으로 1학년이 3학년보다 김치에 대한 인식이 높았다(p<0.001). 중학생의 김치 기호도는 '김치를 좋아하는 정도'(p<0.001), '김치를 먹지 않는 이유'(p<0.05)에서 1학년과 3학년이 유의한 차이가 나타났다. '김치를 좋아하는 정도'에서 김치를 좋아하는 학생은 1학년이 81.7%, 3학년이 59.8%로 1학년이 김치를 더 좋아함을 알 수 있었다(p<0.001). 중학생의 김치 섭취 실태는 '김치 섭취 횟수'(p<0.05), '한번에 섭취하는 김치 양'(p<0.05) 항목에서 1학년과 3학년이 유의한 차이가 나타났다. 김치 섭취 횟수는 1학년은 하루에 한번 집에서 섭취하는 비율이 높았고, 3학년은 하루 3회 이상 섭취하는 비율이 높았다(p<0.05). 중학생의 김치 교육은 '김치 권유에 대한 나의 태도'(p<0.05), '김치 섭취 교육의 필요성'(p<0.05), '김치 정보를 듣고 좋은 음식이라고 생각한 적의 여부'(p<0.001), '희망하는 김치 교육 방법'(p<0.001), '김치 섭취를 높이기 위한 방법'(p<0.05)에서 1학년과 3학년이 유의한 차이가 나타났다. 중학생의 김치 인식도에 따른 김치 기호도는 '김치를 좋아하는 정도'(p<0.001), '김치를 좋아하는 이유'(p<0.05), '김치를 싫어하는 이유'(p<0.05)에서 김치 인식도에 따라 유의한 차이가 나타났다. 즉, 김치 인식도가 높을수록 기호도가 높은 경향을 보였고, 김치 특유의 맛을 좋아하였다. 김치 인식도에 따른 김치 섭취 실태는 '김치 섭취 횟수'(p<0.001), '한번에 섭취하는 김치 양'(p<0.05)에서 김치 인식도에 따라 유의한 차이가 나타났다. 즉, 김치 인식도가 높을수록 김치 섭취 횟수와 섭취량도 더 많은 경향을 보였다. 김치 인식도에 따른 김치 교육은 '김치 권유에 대한 나의 태도'(p<0.05), '김치를 담근 경험'(p<0.05), '김치 섭취 교육의 필요성'(p<0.001), '김치 정보를 듣고 좋은 음식이라고 생각한 적의 여부'(p<0.001)에서 김치 인식도에 따라 유의한 차이가 나타났다. 즉, 김치 인식도가 높을수록 김치를 권했을 때의 태도 변화가 긍정적이었고, 김치를 담근 경험이 있는 학생일수록 인식도 높았으며 김치 섭취의 교육도 필요하다고 하였다.

• 한국환경과학회지
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• 제15권7호
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• pp.607-614
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• 2006

A survey of middle school students and teachers in Mokpo city has been done to understand the perception of environment of students and the present situation of environmental education in middle school. Only 2 of the 14 middle schools have chosen the environmental education course as a required subject. The majority of middle-school students in Mokpo city have learned the environmental education as a subordinate course included in the other subjects such as science, social science or technology. The environmental education in school has been done mostly through non-subject activities such as club activity, group work etc. The survey shows that almost all students think the environmental pollution is serious problem(83% of respondents) and they are especially interested in separate garbage collection(72%) and environmental conservation activity(63.9%) to protect the environment. The concerns about the environmental problems of students(57.7%) has increased after environmental education regardless educational methods or subjects. The students and teachers think that environmental education in school has not been carried out enough and almost all of them(68.4% of students, 97.5% of teachers) agree that the environmental education should be done as an independent subject. In order to more practical and effective environmental education, many opportunities to experience environmental conservation activities should be given during the environmental education course and the environmental education should be separated from other subjects to be taught independently. Moreover, it might be necessary to increase proportion of teachers in environmental disciplines and to develop various teaching methods.

• 한국학교보건학회지
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• 제28권3호
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• pp.150-157
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• 2015

Purpose: The purpose of the study was to survey male high school students on their MERS(Middle East Respiratory Syndrome)-related knowledge, risk perception, and health behaviors and to identify the factors affecting health behaviors during the MERS outbreak in Korea. Methods: The subjects in this study were 144 students in a male high school. Data were collected through self-reported questionnaires in July, 2015. The collected data were analyzed by ANOVA, Pearson's correlation and multiple regression using SPSS/WIN 21.0. Results: The proportion of correct answers to questions testing MERS-related knowledge was 71.6% among male high school students; their health behaviors were rated at 48.9%; and their risk perception rate was 1.8 out of 4. There was a positive correlation between knowledge, risk perception, and health behaviors. Knowledge and risk perception explained 15.1% of the variance in health behaviors. Conclusion: To improve students' health behaviors, their risk perception and knowledge over MERS should be strengthened. Therefore, it is necessary to develop and implement efficient and feasible MERS education programs for high school students.

• 한국가정과교육학회지
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• 제26권1호
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• pp.17-30
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• 2014

본 연구의 목적은 중학생이 지각한 부부갈등이 중학생의 공격성에 미치는 영향을 성별로 나누어 살펴보고, 부부갈등이 남자와 여자 중학생의 공격성에 미치는 영향력이 다른가를 검증하는 것이다. 중학생 500명을 대상으로 설문조사를 실시하여 440부를 최종 분석에 사용하여 다중집단구조방정식 모델을 적용하여 분석하였다. 부부간의 갈등은 여자 중학생 집단이 남자 중학생 집단보다 높게 지각하였고, 중학생이 인식한 부부간 갈등이 중학생의 공격성에 미치는 영향은 남녀 집단 모두에서 유의하였다. 그리고 중학생이 지각한 부부갈등이 중학생의 공격성에 미치는 영향은 남자 집단과 여자 집단간에 차이가 있는 것으로 검증되어 남자 집단에 미치는 영향력이 더 큰 것으로 나타났다. 따라서 부모들은 자녀양육에서 부부갈등이 자녀에게 미칠 수 있는 부정적인 영향을 인식하고, 부부간 갈등관리에 관심을 가져야 하며 이를 위해 사회 교육 프로그램에 참여하는 등의 적극적인 노력을 기울어야 할 것이다.

• 한국환경교육학회지:환경교육
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• 제20권3호
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• pp.63-75
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• 2007

This paper focused on examining the middle school students' perceptions of characteristics(personal knowledge, human responsibility, impact on personal life, and predicted trend, behavior will) of 10 global and 8 local environmental issues. Subjects(N=516) demonstrated by completing a survey that they perceived the characteristics of issues differently on global and local scales, and to a degree those characteristics are related. First, middle school students' perceptions of global and local environmental issues were above mid-point mainly, and perceptions of local environmental issues were higher than those of global environmental issues. At perceptions of characteristics, They perceived that the personal knowledge of global environmental issues were higher than those of local issues, that the human responsibility effects on global environmental issues more than local environmental issues, that global environmental issues in the future, will be more serious. For each environmental issues, the perception of global warming among the global issues was highest, the perception of yellow dust and air pollution among the local issues was highest. For perceptions of characteristics, behavior will to solve the environmental issues was lower than that of 4 characteristics(personal knowledge, human responsibility, impact on personal life, and predicted trend). Second, there was significant difference of the perceptions of two scale environmental issues for area and sex. It showed that Seoul students' perceptions were higher than Kong-ju students' perceptions according to area, and that girl students' perceptions were higher than boy students' perceptions according to sex. Third, correlations among issues were significant. Especially, it was positive relationship between knowledge and human responsibility, human responsibility and impact on personal human responsibility and predicted trend. Educators and communicators should take into account the perceived characteristics of environmental issues and choose effective information sources and teaching methods to improve students' understanding of human-induced environmental changes.

• 한국식품조리과학회지
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• 제25권2호
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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%).

• 대한지구과학교육학회지
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• 제8권1호
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• pp.12-24
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• 2015

This study aimed to investigate how middle school teachers perceived major features of the 'Free Learning Semester'. In 2013, the Free Learning Semester has been proposed by Korean government to provide students with the educational programs which deals with various activities in classroom in order to increase student's learning ability. The Free Learning Semester helps students to figure out their dreams and develops their talents. The government plans to expand the Free Learning Semester to all middle schools by 2016. Since teacher's perception is an important matter in the application of the Free Learning Semester, this study seeks to document the changes in curriculum by observing the perception of teachers in the school that implemented the Free Learning Semesters and those that did not implemented the Free Learning Semesters. 172 teachers from nine middle schools in Busan that their school schedules allowed were surveyed. Two school which operated the Free Learning Semester were compared to seven schools which did not operate the Free Learning Semester. The results are summarized as follows: First, almost all (97.7%) teachers in the Free Learning Semester schools have completed a training whereas 74.6% of the teachers in the non-Free Learning Semester schools have not. The usefulness of the training was satisfactory, but the teachers in the Free Learning Semester Schools wanted more practical help with the curriculum. Second, the result, which was statistically significant(p<.05), revealed that the first grade second semester of middle school was the best time to implement the Free Learning Semester. In order for its successful establishment in schools, there needs to be a reliable and effective evaluation system. However, the results regarding the introduction and management of the new system were not statistically significant. Lastly, in the Free Learning Semester Schools, the changes in teachers' perception were statistically significant (p<.05). The results show that the teachers need the training and the teacher's community to implement the curriculum and set a basis for valuation.

• 한국식품영양학회지
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• 제30권5호
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• pp.983-994
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• 2017

The purpose of this study was to investigate self-esteem, body image, body cathexis and body attitude of female middle school students. A total of 298 subjects were included in this study. Subjects were classified into weight control group and a non weight control group. As a result of analyzing body shapes satisfaction was higher in the non weight control group 2.83 than in the weight control group 2.28 (p<0.001). The weight control group revealed lower body satisfaction than the non weight control group. The result of the reason for weight control was the ratio of 'weight loss' 84.6%, respectively (p<0.001). Factors impacting physical image of female middle school students were analyzed as friends (3.46), internet (3.22), and TV (3.13). Results suggest that educational program should be combined with a positive emphasis on physical image and self-esteem for female middle school students. Also, there was a high correlation between body weight and self-esteem. Results indicate that female middle school students are interested in weight loss with the wrong body image. Therefore, female middle school students should be provided with an educational approach to such issues so that they have a realistic perception of their body and form realistic values about self-esteem and body.