• The Journal of Sustainable Design and Educational Environment Research
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• v.2 no.1
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• pp.1-15
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• 2002

New media is an emerging industry sector. It sits at the nexus of what has become a main vehicle of the Knowledge Based Economy. the crossroads where the use of interactive multimedia technology meets the traditional uses of media. The current Education information Act provided school with PC, multimedia labs and connection to internet. Having such a facility in schools encourage teachers and students to use computers more often. Teachers demand for more educational multimedia contents than they can find in the market. Although there are many good contents, teachers find them unfit or inflexible for their curriculum. The purpose of this study is to identify the elements of standard multimedia studio facilities to develop multimedia contents in primary and secondary schools. The result of this study will provide guidelines for schools to facilitate their multimedia studio for teaching and learning activities, and developing contents for effective use of their facilities.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.461-470
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• 2009

Even though the revised operational guide for ICT education emphasizes the basic concepts of computer science, many primary and secondary schools do not deal with the changed requirements properly. Also, it is doubtful if the education considers teaching period and the levels of students or not. In this paper, we survey on the state of ICT education, the relationship between ICT education and Computer Education, and the connectivity in Computer Education between primary and secondary schools. In order to do these, we analyze the result of our questionnaire and we propose an improved method for the connectivity in Computer Education. The results are (i) primary school teachers don't consider the connectivity of Computer Education and (ii) the teachers who have higher satisfaction levels of ICT education think ICT education and Computer Education between two schools are correlated and connected. As a result, new policies to re-educate teachers are required.

• The Korean Journal of Soil Zoology
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• v.1 no.1
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• pp.56-61
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• 1996

At present, 51 textbooks from 6 kinds are adopted at primary and secondary schools in Korea. According to results of content analysis related to soil animals, their bionomics and the ecological roles were mentioned limitedly in only one or two pages. Since mere 7 phyla and 24 kinds of soil animals have been appeared, it is demended that more of subjects concerning soil animals especially in relation to environment should be introduced in school textbooks near in the future.

• Journal of the Korean Society of School Health
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• v.7 no.1
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• pp.9-28
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• 1994

This study is to investigate the status and problems in the anual physical examination in elementary & secondary schools. The study helps the introduction of health assessment. Two hundreds and forty nurse teachers of elementary & seconcary school in Seoul received in-service traomong fpr 20 daus frp, September 7 to September 27, 1992. Questionnaires were given to the 240 teachers and the number of collected questionnaire is 112. The result of the questionnaire analysis is like the following. First, the answered teachers aged 35~39, 36.6%; experience 6~10 years 37.5%; the number of class 31~40, 28.6%. Among the answered of the school doctors is practicioners. The doctors major subjects are 26.8% of internal medicine and 35.7% of surgery. Second, in elementary & secondary school nurse teachers received in-service training for the primary health assessment. And then 37.5% of schools practiced the health assessment. The term of the health assessment is largely a-year-length, occurately its rate of schools have practiced the assessment reaches 81.0%. The number of health assessment are consist of eyes, nose, ear, throat, skin, spine, heart and other abnormal regions and diseases all over the body. And 83.3% of the rate of the health assessment includes all these contents. The period of the health assessment is 7 to 28 days. Third, the physical examination conducted by school doctors is 91.0%. The method is various; one is 56.6% of the students who checked first by he nurse teacher. The number of 15.1% of the schools is directly checked by the school doctor. The invited medical doctors are divided into two categories. The number of general physician is 61.9%. Contrary to that school doctors are 38.1%. The contents of the medical examination is all the items printed on the medical examination sheet. To follow the medical examination sheet the number of school is 59.6%. Eyes, throat, skin and heart etc. partly medical examination is 40.4%. The rate of schools that used only stethoscope, tongue pressor as the medical instruments reaches 53.4% and 87.1% of elementary & secondary school give the invited doctors the allowance a nurse teachers conference decided. The number of 8.9% schools pay the doctors independent allowance. The medical examomatopm allowance is 200 to 250 won per capita. The rate is 56.1%. Forth, after the medical examination 72.1% of school sends letter to the parents to notice the result of the examination. The number of response from parent is 12.5%. The observation record in secondary school is 70.6% for junior, and 80.0% for senior respectively, and 65.5% is for the elementary school children. To conclude the regular physical examination in elementary & secondary school is very important. Because the students are in the stage of rapid growth and development. Early finding of the students diseases can help to cure with ease. In the light of public health the management of health program in the elementary & secondary school is of consequence.

• Journal of Preventive Medicine and Public Health
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• v.35 no.1
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• pp.33-40
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• 2002

Objective : From an analysis of a community outbreak of measles in Youngju, Gyeongbuk, in March 2000, the authors evaluated the effectiveness of the measles vaccination and its determinants to Provide an epidemiologic basis for the establishment of a vaccination policy. Methods : Information was collected regarding the vaccinations from the health records of four primary schools and through a questionnaire surrey of the parents of students in two middle and two high schools (N=4638). Measles cases were surveyed from the patient list of each school and from case reports in the public health center. The attack rate and vaccine effectiveness of measles was evaluated by school; grade; frequency, region, and institution of vaccination. Results : The attack rate cf measles, 6.3% among the total subjects, was higher in middle school students (15.8%) than in primary (2.0%, p<0.05) and high school students (8.9%, p<0.05). The attack rate of the unvaccinated group was 4.6-fold higher than the vaccinated group in primary schools (p<0.05). Vaccine effectiveness was 83.2% among lower graders of primary schools, 34.0% among higher graders of primary schools,26.1% in middle schools, and -7.0% in high schools. In multiple logistic regression analysis, grade in school (odds ratio, 0.77; 95% CI=0.67-0.87) and frequency of vaccination (odds ratio, 0.57: 95% CI=0.37-0.58) were significant predictors of the outcome. Conclusions : We concluded that the explosive outbreak of measles in this area resulted from both inadequate vaccination coverage and secondary failure of vaccination. There was no evidence of any effect of the cold chain system on the vaccine failure.

• Journal of Creative Information Culture
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• v.5 no.2
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• pp.135-143
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• 2019

In this study, the perceptions on SW education of K-12 students and teachers were surveyed and analyzed. At the primary school level, there was no significant difference in SW attitude based on school location. However, at the secondary level, students from metropolitan areas showed significantly higher SW attitude scores. In the case of gender, male students showed higher SW attitude scores both in primary and secondary schools. With regard to attitude differences based on prior experience of SW education, students with prior experience showed higher attitude scores in SW education in both primary and secondary schools. The awareness survey among teachers showed that both primary and secondary school teachers showed positive responses to SW education. For the successful induction of the SW education at K-12, four factors (participants, curriculum, teaching-learning method, and support from inside and outside of school) were highlighted.

• International Journal of Contents
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• v.13 no.4
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• pp.63-69
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• 2017

The objective of this study was to investigate factors that could bring about successful implementation of extensive reading using online/offline blended English library system called 'Reading Gate' in primary and secondary schools. Although there are a great number of studies on effects of various extensive reading on linguistic, cognitive, and affective development, few studies have investigated how extensive reading programs can be implemented at large scale, e.g., whole school level. After analyzing students' reading levels in 200 schools using the same online extensive reading program called Reading Gate, results showed that while some schools were successful, others were not. Five primary and 13 middle schools were selected as successful schools. Data on implementation of the program of schools was gathered. Eighteen teachers and seven headteachers took part in the interview. After analyzing these data on the implementation of the extensive reading program, results revealed that the following five factors for successful implementation of blended extensive reading programs: online level-up system, teacher intervention, integration with the curriculum, school-level support, and parents' awareness of literacy. This suggests that each factor might have contributed to the successful implementation of the extensive reading program at large scale. Implications and applications of this finding are discussed in this study.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.165-182
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• 2006

Demands for developing diverse teaching methods and materials which can lead to active participation of students in classes have been emerged for environmental education in secondary schools. In order for more effective environmental education, a variety of programs in the mass media including public broadcasting have been used. Advantages associated with the broadcasted TV programs include compensation of temporal and spatial limits embedded with the printing media, improvement of studying efficiency, and provision of diverse studying opportunities, leading to the promotion of the awareness of environmental issues. In this study, 256 environmental issues related TV programs being aired via major public broadcasting companies such as EBS, KBS, MBC and SBS between years of 2003 and 2004 were analyzed. During the present research, selection of the programs was made based on the weight of the environmental issues in independent programs being aired for at least 10 minutes. A survey as a primary means was carried out for the utilization of the audio-visual educational materials in order to provide a new method employing the TV programs which were related to the environmental issues during the instruction in secondary schools.

• Research in Mathematical Education
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• v.7 no.2
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• pp.91-99
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• 2003

Isik & K$_1$l$_1$c (1998: Mathematics Education and its Appraising in the Primary School Teacher Certificate) found that many prospective mathematics teachers for primary schools who attended at newly established certificate programs made significant misconception on mathematics education because they were not graduates of education faculties. The levels of conceptual knowledge and procedural knowledge of students from a secondary school in Erzurum, Turkey were investigated in order to reveal how serious misconception the teachers have been made so far. The conceptual knowledge is very important to students, however in this research, it was found that procedural knowledge was much more important than conceptual knowledge.

• Journal of Environmental Health Sciences
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• v.20 no.1
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• pp.1-7
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• 1994

I. 우리나라 학교 환경교육의 발전과정 : 우리나라에서 환경교육이 언급되기 시작한 것은 경제개발 5개년 계획의 진행과정에서 호나경을 고려하지 않은 개발을 계속함으로써 곳곳에서 환경파괴와 오염문제가 발생하기 시작한 1970년대 초부터이지만 그때까지는 국가정책이 경제발전에 중점을 두고 있었으므로, 환경교육은 자연보호운동과 구별되지 않은 채 국민을 대상으로 한 홍보의 수준을 크게 벗어나지 못하였다. (생략)