• Korean Journal of Child Studies
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• v.14 no.1
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• pp.109-127
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• 1993

This study examined compensatory patterns of support among three types of children's peer relationships: school friendships, nonschool friendships, and sibling relationships. Specifically, this study investigated (1) the degree to which children with unsupportive school friendships turn to nonschool friends and siblings to compensate for the provisions they lack from school friends, and (2) the potential protective effects of substitute support on such children's adjustment. Subjects for this study were drawn from a sample of 297 sixth graders attending 3 public schools in Seoul. 6 teachers and 594 of parents of subjects also participated in the study. Subjects completed their questionnaires in their own classroom. The teachers and parents completed their forms within 1 week. The data were analyzed by two-way ANOVA and $Scheff{\acute{e}}$ test. The results of this study were as follows: (a) When compared with the average, aggressive children and isolated children perceived their school friendship as low support. (b) Isolated, aggressive, and average children differed in their perceptions of support from nonschool friends and their favorite siblings. (c) The children who have unsupportive school friendships experienced greater socioemotional difficulties than did children with supportive school friendships. (d) The extent that sibling and nonschool friends provided the support lacking in their school friendships, isolated and aggressive children experienced diminished emotional distress.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.539-564
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• 2011

This study examined how elementary teachers perceive and use "problem-posing" as a way to improve students' problem-solving skills in their mathematics classrooms. In the study, a total of 193 teachers in metropolitan areas were surveyed and a subset of 4 teachers were selected for depth-interviews. Results of the study included that teachers did not have a clear understanding of the study included that teachers did not have a clear understanding of the intended meaning of "problem-posing" although many of them have heard about the idea itself. Therefore, "problem-posing" was not fully utilized in their mathematics instructional and assessment. It is suggested that there is a need to develop instructional materials and related professional development of teachers for better instruction of problem-posing in the mathematics classroom.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.5
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• pp.1110-1122
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• 2013

The purpose of this study was to study on realities and teachers' perception of Integrated-subject essay education in high school. Based upon teachers' perception, literature research and interview on integrated-subject essay education, measures to promote integrated-subject essay education in high school as follows. First, focused on realities of integrated-subject essay education, it is desirable that integrated-subject essay start from the first grade. Second, focused on objectives of integrated-subject essay education, it is desirable that integrated-subject essay education and assessment be executed to meet students' demand. Third, focused on contents of integrated-subject essay education, if high school teachers participate in essay examination questions and marking exams and essay examination questions is set within range of high school curriculum, it will contribute to normalizing public education. Fourth, focused on methods of integrated-subject essay education, teachers have to reconsider active perceptions to take a specialized essay training and to reduce a heavy workload to teachers, to develop guide book for integrated-subject essay education, to consult integrated-subject essay class, to develop specialized essay training program liking universities, to construct a specialized classroom for team teaching and debate class, to reduce students per class etc. are required. Fifth, focused on effects of integrated-subject essay education, it is desirable that integrated-subject essay education be executed for all students and in all subjects.

• Human Ecology Research
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• v.62 no.1
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• pp.81-100
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• 2024

This paper presents a case study in which a lesson was designed and applied to enhance preservice home economics teachers' instructional design competence using the metaverse. For 15 weeks from March 6 to June 14, 14 students enrolled on the course 'Multimedia Home Economics Education' for preservice home economics teachers used the metaverse to engage in problem-based learning to solve instructional design problems in home economics classes. In accordance with the ADDIE design model, in the analysis stage, we assessed preservice home economics teachers' level of knowledge of lessons using the metaverse, and their perceptions of the possibility, necessity, and usefulness of using the metaverse in home economics lessons. In the design and development stage, lesson plans, questions for problem-based learning, assessment tools, and teaching and learning materials were developed. The implementation was conducted in parallel with training on understanding multimedia and the metaverse, and instructional design competence was evaluated through pre- and post-testing and reflection journals. The results revealed that the preservice home economics teachers acquired a good understanding of lessons using the metaverse, learned how to design lessons for self-directed learning by applying the metaverse to their home and classroom, and gained confidence in applying it to their teaching practice or in-service work. It is expected that the results of this study will be used as support materials for prospective and current home economics teachers to design home economics lessons using the metaverse, thereby expanding the horizons of home economics education.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.210-216
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• 1996

Assessment of science laboratory environment was conducted with 539 students at middle and high school. Science Laboratory Environment Inventory(SLEI) was used as an instrument. The major findings of this study are as follows. 1. Mean scores obtained on each scale in the actual and preferred version of SLEI were relatively low, particularly on the scale of open-endedness, integration, and material environment. 2. Mean scores obtained on each scale in the actual version were lower than those in the preferred version. Score differences between actual version and preferred one were found to be significant statistically. 3. Boys and high school students perceived their laboratory environment with more open-endedness and less rule clarity than girls and middle school students respectively. 4. Girls preferred student cohesiveness at their laboratory more than boys. Highschool students wanted open-ended environment more than middleschool students. 5. Each scale of SLEI showed significant correlation with the scores of attitudes toward science. Particularly open-endedness was found to account for a significant contribution to the affective outcomes.

• The Mathematical Education
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• v.53 no.3
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• pp.399-412
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• 2014

The purpose of this article is to suggest using cooperative microteaching in pre-service mathematics teachers education based on their perceptions of it after actual application case. The background of this study is that cooperative learning came into the highlight as a good method to cultivate teachers' competencies for creativity and character education as well as students' creativity and character in the mathematics classroom. 20 pre-service mathematics teachers participated in their cooperative microteaching and 16 of them responded to the survey. The collected data showed that the merits of cooperative microteaching are to ease the burden of preparing for class, to discuss how to teach mathematics, to debate what lesson is better, to receive valuable feedback form their peer, and so on. Also, it provided them with the chance for self-improvement in that they kept to make up for the week points in their teaching behavior. Meanwhile, they wanted longer time to experience their teaching and their own lesson.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.143-158
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• 2015

This research was conducted with focus groups interviews targeted at elementary teacher to analyze perceptions on storytelling based mathematics textbooks. As a result, elementary school teacher recognizes the introduction of storytelling as a major change in the revised textbooks. In addition, a change in the appearance of the revised textbook, the role of the Materials package, a change of assessment items, and increased exploration activity and the experience turned out to be having a significant impact on actual classroom as much as the introduction of storytelling.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.123-139
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• 2011

The purpose of the current study is to analyze a model of OPIc-based speaking test for Korea English classroom. The research questions were (1). What is the English teachers' opinion on the current speaking teaching and testing? (2). Is the OPIc speaking test appropriate in the Korea English class? and (3). What are the English education students' perceptions of the OPIc-based speaking test for English classes? To answer the first research question, a survey was conducted targeting one hundred and forty-seven teachers. The result of the survey shows that Korea English teachers' great concern on the English teaching and speaking test are "communicative competence," "scoring and criteria," and "condition and need." To answer the second research question, the OPIc speaking test for the class was analyzed and it was found that in terms of the communicative competence," "scoring and criteria," and "condition and need" issues, OPIc based speaking test is appropriate in Korea English class. For the third research question, Q methodology was used targeting English education students and the result shows that most English education students strongly agree to the statements that the OPIc-based speaking test has the advantage to improve communicative competence. This study may provide the information about creating and adopting tests for English classes and relating standardized test and the English classes.

• Educational Technology International
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• v.22 no.2
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• pp.285-309
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• 2021

It is commonly understood that students' autonomous motivation and individualistic orientations and instructors' autonomy support are important for student-centered learning (SCL). However, few studies have examined this assumption. To help researchers and practitioners design more engaging SCL experiences across diverse cultural contexts, this study examines the associations of these factors with SCL engagement and how these associations compare in different cultures. University students in South Korea and the United States participated in a bold SCL assignment, called Pink Time, in which students decide what and how they learn. Linear, multivariate models were estimated in each context to identify and compare relationships between SCL engagement and student characteristics and perceptions. We found that engagement was high in both contexts. Autonomous motivation, individualism, and perceived instructor support each had significant associations with SCL engagement in South Korea. In the US, which had a smaller sample size, only perceived instructor support was significantly associated. These findings suggest that SCL strategies can be effective across cultures. Also, the narrower classroom context, specifically instructors' support, may be a stronger driver of engagement than the broader societal context. This study contributes to the scholarly discussion regarding SCL in diverse settings and offers several implications for instructors.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.82-92
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• 2023

In this study, we analyzed the perceptions of elementary school students about science learning and lab safety in the affective, behavioral, and cognitive domains. With respect to science learning, students indicated liking science classes more than average, being good at scientific inquiry more than average, and having more scientific knowledge than average. Compared with before the COVID-19 pandemic, student confidence in retaining scientific knowledge had decreased markedly. Of the eight student types in the students' awareness levels about affective·behavioral·cognitive domain, the HHH type-the most ideal-was also the most distributed. Students' preferred science class methods were experimental (72.7%) and nature inquiry classes (23.2%); science knowledge classes were ranked a distant third (4.1%). Preferred class locations were the science lab (58.1%) and different places from time to time (34.4%); the classroom was ranked last (7.5%). With respect to lab safety, most elementary school students did not have experimental classes, but more than half reported understanding how to use experimental equipment. Most students recognized the need to wear safety equipment in the lab. They were not only well aware of the associated physical protection functions, but also of the affective and psychological effects. Most students also recognized that first aid education is necessary, but only 31.5% reported understanding first aid methods. Based on those results, the implications for science learning and lab safety in school are discussed.