• Journal of the Korean earth science society
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• v.26 no.1
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• pp.30-40
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• 2005

The purpose of this study is to analyze gifted students' perception of the teaching activities at the gifted science high school (Busan Science Academy), in Busan, Korea, and to investigate the science experiment class practice. In this study, a questionnaire about the curriculum courses, teaching strategies, and evaluation method of the school was administered to 139 gifted students. The verbal interactions during the science experiment class were audio and videotaped, transcribed, and analyzed. The results of this study are as follows: First, according to the gifted students' perception, the credits of specialized courses and advanced elective courses need to be increased and the credits of general courses need to be reduced. Second, teachers at this school mainly use teaching strategies such as lecture, group activities, and discussion; on the other hand, the students prefer diverse teaching strategies such as discussion, lecture, experiment, inquiring activities, and problem solving. Third, students prefer a writing test assessment rather than a written report assessment or portfolio assessment. Fourth, the patterns of verbal interaction were different depending on the level of the teachers' questions and interactions between the students in the experiment class facilitated students' inquiry.

• Journal of Korean Academy of Nursing
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• v.37 no.4
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• pp.442-452
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• 2007

Purpose: The purpose of this study was to develop an online education on death, 'successful life, and beautiful death' for university students and to evaluate students' changes regarding perception of self and death. Method: A quasi-experimental design was used with one experimental group pre-post test. Subjects were 154 students who enrolled for online education about death for 16 weeks. SPSS/WIN 12 was used for analyzing data. Result: The results of the study clearly indicated this class had positive effects on students' perception of death-related concepts, attitudes toward death, and self-concept, showing statistically significant higher scores in post-tests than in pre-tests. In addition, the result of class evaluations showed a positive response, Conclusion: Findings suggested that this online education about death was effective to change students' perceptions of death related knowledge, attitude toward death, and self-concept. Recommendations for further studies were provided.

• Journal of Science Education
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• v.46 no.1
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• pp.40-52
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• 2022

Daily science classes, which have been continued as part of the spread of participatory science culture, has taken the lead in popularizing science as an effective out-of-school experiential and research activity. However, due to the recent COVID-19 situation, daily science classes have also become an environment in which there is no choice but to switch to non-face-to-face or to combine face-to-face and non-face-to-face education. Therefore, in this study, we examine how elementary school students participating in the non-face-to-face daily science class program change their usual fields of interest, perception of science and technology, interest about science, and scientific competency. In addition, the educational effectiveness of the non-face-to-face daily science class improved by comparing the differences in perceptions of students and parents, and future operation plans were sought. As a result of the study, after participating in the non-face-to-face daily science class program, students' interest in science and technology development, future technology, environmental pollution, and social media increased, and their interest in games decreased. Also, students' interest in science and technology activities, interest in science, and scientific competency also increased. This shows that non-face-to-face daily science class education is effective. Therefore, it was suggested that it is necessary to diversify the learning topics and content levels of the daily science class program, to expand the opportunities of non-face-to-face science education for underprivileged learners, and to develop and share science content using the latest media.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.6
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• pp.1683-1694
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• 2016

This study aims to investigate perception of kindergarten directors regarding prerequisites for inclusive education and its improvement plans, and to establish basic data required for future implementation of inclusive education in kindergartens. This study was carried out oriented to 116 kindergarten directors and inquired into the differences in background characteristics of age, education level, operation career, major, special/inclusive education training and operation of inclusive classes, based on SPSS 1.5 for Window, independent sample t-test and Chi-square test. The research results of this study are as follows: Firstly, as for the perception of kindergarten directors as prerequisite of inclusive education, they show active supports for inclusive education and recognize that classes composed of the same age and same ability are the advisable forms of inclusive education. As for class operations, they perceive that inclusive classes based on small group activities and full inclusive classes are suitable. Moreover, as qualified teachers for inclusive classes, they manifest that teachers who completed special/inclusive education training are appropriate. Secondly, as for the perception of kindergarten directors regarding improvement plans for inclusive education, this study suggests that they prioritize the training operation regarding inclusive education oriented to general infants and parents. As for vitalization of inclusive education, they find that financial supports at the national level and administrative supports for facilities are indispensable.

• The Journal of the Korea Contents Association
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• v.7 no.9
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• pp.10-17
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• 2007

The purpose of this study is to reduce the group bully phenomenon of mildly mentally retarded(MR) students in middle schools. Video digital contents have been developed and applied to the class. As a result, the normal students' perception of MR students has improved drastically. Especially in the case of students who appeared in the film; their perception has changed a lot more than the students who didn't. Also, the students showed a tendency to recognize the scenes that were produced intentionally by the researcher In conclusion, it is effective to alter a student's attitude through the self-modeling video contents. Particularly, the self-modeling video contents that made by researcher's precise educational goal are more effective on the alteration of the students' perception and behaviors.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.1-17
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• 2019

Objective: The objective of this study was to explore the perception and its improvement of pre-service teachers regarding teaching professionalism. The subjects of this study were 41 university students who experiencing early childhood teaching practice and 41 their cooperating teachers. Methods: In order to examine perception and its improvement on teaching professionalism, teaching professionalism scale for pre-service early childhood teachers (TPSECT) that was 33 items was administrated. Data were analysed paired t-test and contents analysis. Results: First, early childhood teaching practice experience affected positive effects on the four subordinate areas of teaching professionalism: , , , and improved perception of teaching professionalism. Second, student teachers were developing teaching professionalism, in a course of early childhood teaching practice which consisted of performing teaching real children in the field, evaluating and feedback of cooperating teacher, self-reflection and re-instruction. Conclusion/Implications: For improving pre-service teachers' professionalism, except a teaching practice subject, it is necessary to open various subjects that provide practical experiences, such as, teaching real children, observing actual class. This suggests that more experiential and practical in-service education program will be demanded.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.91-103
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• 2017

This study has developed the earth science class model based on flipped learning and analyzed the effects of that model at the elementary pre-teachers' science classes. The model of this study, the material which was consists of all contents and information about classes was offered to learners before science class as a substitute for preceding homework at general flipped learning. In science class, the knowledges which were recorded in materials were explained directly to learners by instructor for 20minutes. So the learners resolved some inquiry questions in materials through mutual debate collaboration with learners in small group. After inquiry questions' resolving, the learner among small group makes a presentation in front of the whole class. At the same time, the instructor evaluated learning action of all small groups' learners during the classes as process evaluation. The final evaluation results of semester were obtained scores of the small group in 14 classes and the achievements of individual portfolio as final exam. The learners were very positive perception to this science class model, why it is helped to concentrate on the class, extended debating and thinking ability. Consequently, the class model of this study is useful to applicate the earth science classes.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.83-102
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• 2015

This study would suggest to analyze the perceptions of good mathematics teaching in high school and offer the resolutions for the conflicts caused by differences in perception between teachers and students in math class through previous studies and comparative implications. To this end, Students are classified by their courses, grades, gender awarenesses and they were analyzed and compared by the survey results. Although the preference for the math class that fixs the misconception of students is highest, regardless of the kinds of students groups. Academic students, middle-ranked students, female students have high affinity for the class to evaluate the material covered in class and take into account their level of assessment and instruction, low-ranked student's preference is higher for the class that has focused on understanding communicating their thinking processes than students. From this, it is suggested that academic students, low-ranked students are needed to be taught in a way that increases their confidence, interests, values and also in atmosphere that make math class a positive experience.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6134-6141
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• 2014

This study analyzed the gap in perception between communication with parents and filial piety according to the general characteristics of teenagers. The test subjects were high school students from academic and vocational school from different districts of Seoul. A survey was conducted from March to July of 2014 to 290 high school students. Data analysis was conducted on the SPSSWIN 18.0 program using a t-test, one-way analysis of variance, correlation analysis, and other tests. The empirical analysis of the experiments were verified at the significance level of 5%. First, communication with fathers differed significantly depending on the school division, economic class, religion; and communication with mothers differed significantly depending on school division, grade-level, academic performance, domestic discipline, and economic class. Second, the perception of filial piety showed a significant positive correlation with the communication with the mother; and with the communication with the father. The implication of this study is that better communication between the parents and teenagers correlate with the higher filial piety according to the general characteristics of teenagers, and should become a central material for policy.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1599-1612
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• 2012

The purpose of this study was to examine the management status of science in senior high schools based on the 2009 Curriculum Revision and the science teachers' perception of the content and a class of science. The way of managing a class was surveyed and discovered that the percentage of more than two teachers giving lessons depending on their major was higher than that of a teacher giving all the lessons. Analysis of teachers' perceptions of the content of science showed that science textbooks reflected the revised science curriculum well. However, teachers thought that the terms and concepts introduced to describe the knowledge of frontier science were so difficult that they feel it's very hard teaching them to the students. Even though science teachers thought that science was mainly focused on cultivating scientific literacy of the students, they assess mostly understanding of science concepts on the students. It means that science teachers stay in line with old position in assessment.