• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.147-162
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• 2010

The purpose of this study is to seek out efficient multicultural education plans by investigating Home Economics teachers' perception of multicultural families and multicultural education. Thus, a survey was carried out to collect data mainly from home economics teachers who is working for middle schools. The results of this study can be summarized as follows. Firstly, there were more teachers who had some experience of contacting with multicultural families than those who didn't have, but it was not a big difference. Also, it was found that there were not many teachers who took multicultural education-related classes for their studying at college or had multicultural education-related teachers' training for their working as a teacher. Secondly, it was found that their respect for multi-races, recognition of multi-cultures, belief in multi-cultures and acceptance attitude toward multicultural knowledge were very positive. Thirdly, it was found that most teachers had consideration -centered viewpoints most of all. On the other hand, assimilation-based viewpoints were the least among teachers. Fourthly, teachers believe that multicultural society centered contents, which is a society where people get along with each other, should be dealt in class while executing education for multicultural families. Lastly, in regard to methods of executing education for multicultural families, it was found that they showed the strongest opinion that it should be executed all over the domain of every school subject as integrated education.

• Journal of Science Education
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• v.36 no.2
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• pp.313-328
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• 2012

This study was conducted for the purpose of making the better utilization of MBL in class, based on 2009 curriculum which emphasizes research activities and recommends the direct use of the MBL. We investigated primary, secondary and pre-service teachers' satisfaction and perception level after conducting training about making good use of MBL. The satisfaction level of the training turned out to be high, level of applicability of MBL, expected improvement in learning skills of students and the will to apply it in class was high. The answer that they expect MBL to increase students' curiosity and interest in science was the highest among the survey results, which means that MBL could be used as a solution to lack of students' interest in science. Besides, primary teachers than secondary and pre-teachers, long careered teachers than short careered teachers and MBL-experienced teachers than inexperienced teachers showed more satisfaction and the will to adapt MBL overall. Primary and pre-teachers hoped MBL training to be more related to STEAM education, whereas secondary teachers wanted the training to have more to do with increasing creativity If advanced MBL training program is opened. The price was chosen as the best obstacle to MBL class' application, and the lack of manual for experiment and education to teacher was also pointed out secondly. In conclusion, if MBL is fully equipped in school and training on how to take advantage of it is provided continually, It is expected that MBL could increase the utilization in the field of science education. The results of this paper can be used when you configure the MBL utilization training program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.2
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• pp.404-414
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• 2020

This study aims to explore latent classes in terms of changing patterns in achievement motivation among the samples from elementary school to middle school students in multicultural families and to investigate factors to predict latent groups and their relationship with academic achievement. 1254 pairs of mother and child from the 1st to 6th years of Multicultural Adolescents Panel Study (MAPS) was utilized for the Latent Class Growth Analysis (LCGA), One-way ANOVA, Multinomial Logistic Regression. The results showed that there were four distinct subgroups within the samples in terms of achievement goal orientations (i.e. very-high changing group, average changing group, low stable group, very-low stable group) at all six time points, and students who reported high achievement motivation were likely to have higher academic achievement. Four groups were extracted based on parent's efficacy, students' self-esteem, and teacher's support. Suggestions and practical implications for understanding the types of subgroups for the achievement motivation of multicultural families were discussed.

• Journal of Korean Home Economics Education Association
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• v.17 no.3 s.37
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• pp.1-15
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• 2005

The purpose of this study was to investigate adolescents' internet addiction tendencies according to their human resources which is composed of personal resources and interpersonal resources. The subjects of this study were 396 middle school students in Daegu. Analysis of data were done with the use of frequency. percentage, meat factor analysis, and MANOVA with the Scheffe test applied. The main results of this study were as follows : First, there were meaningful differences in adolescents' internet addiction tendencies according to their personal resources such as self-control ability, Problem-solving ability, and time management ability. Second, there were meaningful differences in adolescents' internet addiction tendencies according to their interpersonal resources such as parents-support, peer-support, and teacher-support.

• Journal of the Korean earth science society
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• v.33 no.3
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• pp.294-305
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• 2012

Scientific literacy has long been as one of the key goals of science education, and using scientific inquiry in school science has became an important objective to be achieved. The processes of scientific inquiry consist of proposing/developing inquiry question, designing and conducting investigation, collecting, analyzing and interpreting data, and communicating the results. However, most students experience mainly collecting and transforming data in inquiry processes in science class and they are barely exposed to the opportunities of proposing/developing inquiry questions. Middle school earth science preservice teachers participated in this study (N=36) and their abilities of developing inquiry questions were surveyed. Participants' abilities of developing inquiry questions were investigated whether they were enhanced with activities using the Inquiry Questions Development Guide (IQDG). Also, this study was interested in whether there was any relationship between abilities of developing inquiry questions and designing inquiry investigation. The results of this study were as follows; first, the level and preciseness of inquiry questions and its preciseness developed by participating teachers were enhanced after experiencing IQDG. In addition, teachers' dominating inquiry question-types were two: one is a 'relationship-inquiry question' in which students could discover the relationship between results found in the given experimental situations and the other one is a 'why-how inquiry problem' in which students could explore a cause or a process that results in the outcomes. Finally, the higher level of and preciseness the of inquiry questions were identified as an important factor the determined teachers' abilities of designing more logical investigation. A process of proposing/developing inquiry question was identified as one of the most important processes contributing to a success of scientific inquiry investigation.

• Journal of the Korean earth science society
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• v.39 no.3
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• pp.291-302
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• 2018

The purpose of this study is to investigate pre-service middle school earth science teachers' perceptions about the learning of geological field trip. The study sample consists of 39 undergraduate students at the university located in a metropolitan city. Additionally, 4 pre-service earth science teachers are semi-structure interviewed. The instrument of the study includes a 5-category perception about the learning of geological field trip, which consists of needs, educational values, educational experience, teaching methods, and training for learning. The results are as follows. First, participants are important to the need and educational values of learning about the geological field trip regardless of gender and grade level. Second, all participants have experienced geological field trip in college. They have more opportunities to experiment for field trip as they advance to higher grade. There is significant difference between lower and higher graders in terms of the goal of learning about geological field trip. It needs a new lesson model to teach geology between men and women regarding teaching methods category. In order to practice geological field trip in school, participants perceive that they need the knowledge of geological context, experiment of field trips, and how to teach geological field trip to students. This study suggests that pre-service earth science teachers' perceptions include how to teach and learn geological field trip during their college year.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.951-960
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• 2017

The purpose of this study is to examine the effects of mentoring in enhancing the professionalism of low-experience science teachers on their general teaching and science teaching efficacies. The mentoring for low-experience science teachers was conducted on 24 science teachers with less than three years of experience over a nine-month period between April and December, 2016. The questionnaires developed by advanced researches were modified and used to test the teachers' general teaching and science teaching efficacies. As the result of a pre-test, the mean science teaching efficacy score was 3.02 points. In particular, the mean science teaching self-efficacy score was 2.86 points and the mean science teaching outcome expectancy score was higher at 3.17 points. In the domain of science teaching outcome expectancy, the mean for female teachers was higher than that of male teachers, and the mean for middle school teachers was higher than that of high school teachers in every domain. However, this result is not statistically significant. The results of a post-test showed that the mean science teaching efficacy score of mentee teachers increased to 3.08 points over the pre-test. In particular, the mean science teaching self-efficacy score was 3.11 points and the mean science teaching outcome expectancy score was 3.04 points in the post-test. This presents that the mentoring training conducted was effective in improving the science teaching efficacy of mentee teachers.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.340-352
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• 1999

Constructivist theory and teaching science in the social context are a main stream in science education. This study was purposed to introduce the STS in-service program implementing in Chonnam National University. and to analyze the results of the program in terms of changes of teachers' and students' perceptions and attitudes. The major features of the STS in-service program were as follows: teacher-centered. teaching in the social context. emphasis on constructivist approach. development of STS module and implementations. A total of 20 secondary science teachers participated in the in-service program. and filled out two questionnaires. Science Education Reform Inventory and Constructivist Teachings Survey. Three of the 20 teachers were selected to gain information from their implementations of a STS module into their respective classrooms. The students completed two instruments. Constructivist Learning Environment Survey. and Scientific Attitude Survey. The responses from teachers and students are as follows: 1. The participating teachers were very aware of the necessity of reform in science education. and the degree of the perception of the necessity increased after the STS in-service program. 2. The STS program significantly improved constructivist teaching techniques. 3. The perceptions of the students about constructivist learning environments improved significantly after the STS in-service program. 4. Students' scientific attitudes improved significantly through STS approach. The STS in-service program with the above mentioned features was found to be effective in our current school system. and could be implemented successfully if teachers were willing to learn and participate in the reforms of science education.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.37-51
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• 2011

The purpose of this study was to examine the effects of temperament, family strength and social support on ego-resilience of adolescents. Four hundred fifty middle and high school students in Incheon participated. Temperament, family strength, social support and ego-resilience were evaluated by self-report questionnaires. Data were analyzed using factor analyses, t-tests, descriptive statistics, correlations and standard multiple regression analyses. Results indicated that there was significant gender difference in ego-resilience. Adolescents' ego-resilience was positively associated with activity level and persistence in temperament, family strength and social support, but negatively associated with rigidity in temperament. Furthermore, gender, temperament, family strength and social support of class teacher and close friends significantly predicted ego-resilience of adolescents.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.53-76
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• 2016

This research studies the perception to gifted education teachers between the middle school gifted education for STEAM and Convergence Gifted Education for revitalizing Convergence Gifted Education. The conclusions according to the analysis, it shows that the awareness of gifted education teachers for Convergence Gifted Education is lower than the level of the awareness for STEAM, and it appears that the Gifted education teachers especially has the experience adapting Convergence Gifted Education who awareness for Convergence Gifted Education is the highest. On the other hand, not only teachers has the experience adapting Convergence Gifted Education and the very poorly recognition for the task of Comprehensive Plan for Gifted Education promotion including the development of an creative and convergence content, a they has the very low experience for the development. And it analyzes that although there is no meaningful differences, teachers who are in science gifted teachers and the mature experienced man realizes very optimistically the necessity need of Convergence Gifted Education. Therefore, it analyzes that recognition to the necessity need of Convergence Gifted Education is reinforced through the training for the gifted teachers in the mathematics gifted education and in less teaching experience. But it points out that answers over the majority cognized to resemble the Convergence Gifted Education and STEAM, though the object is only different. Furthermore, it suggests that the differentiated Convergence Gifted Education curriculum providing the suitableness for the characteristic and level is needed for the desirable fixedness.