• Journal of Science Education
• /
• v.38 no.2
• /
• pp.454-469
• /
• 2014

Teachers' presuppositions of nature of science, scientific causality, and nature are unconsciously constructed through interactions with his or her physical and social environment everyday and it began even before they were in any formal education. It directly influences their teaching later. Thus, this study examined what comprehensive presuppositions in nature of science, scientific causality, and nature are held by in-service secondary science teachers. For the study, Q-methodology was used. Q-sorting was done on 81 statements from three instruments: Nature statements, the Test of Preferred Explanations, and the Nature of Science Scale with twelve in-service science teachers. Teachers sorted the statements along a presented agreement scale of their viewpoint and the collected data was analyzed using recommended procedures for Q-sorts in order to group teachers with similar views. As a result, ten participants were placed in five factors based on their presuppositions of science, scientific causality, and nature and distinctive features of each factor were discovered. In addition, the study confirmed that presuppositions of science, scientific causality, and nature are interrelated. This study method will be helpful to discover more relationships regarding teachers' various viewpoints further.

• The Mathematical Education
• /
• v.43 no.4
• /
• pp.337-347
• /
• 2004

Korea and China have maintained close relationships since the ancient times along with Japan, which also shares the common Chinese culture. The three major players in Northeast Asia have been recognizing their increasing importance in politics, economy, society, and culture. Considering those relationships among the three countries, it's necessary to compare and investigate their mathematics terminology. The purpose of this study is to investigate the similarities and differences between the terminology of school mathematics in Korean, Chinese and Japanese. The mathematics terms included in the junior high school of Korea were selected, and the corresponding terms in Chinese and Japanese were identified. Among 133 Korean terms, 72 were shared by three countries, 9 Korean terms were common with China, and the remaining 52 Korean terms were the same as Japanese terms. Korea had more common terms with Japan than China, which can be explained by the influences of the Japanese education during its rule of Korea in the past. The survey with 14 terms which show the discrepancy among 3 countries were conducted for in-service teachers and pre-service teachers. According to the result of the survey, preferred mathematics terms are different from one group to the other, yet the Korean mathematics terms were more preferred in general. However some terms in Chinese and Japanese were favored in certain degree. This result may provide meaningful implications to revise the school mathematics terms in the future.

• Korean Journal of Occupational Health Nursing
• /
• v.22 no.1
• /
• pp.66-74
• /
• 2013

Purpose: This study examined the relationships among menopausal symptom, self-efficacy, health promoting behaviors, and investigated factors affecting health promoting behaviors of teachers with middle-aged women experiencing menopause. Methods: From September to October 2012, a convenience sample of 252 subjects aged 40 to 60 years was recruited from 8 elementary schools, 3 middle schools and 5 high schools. The data analysis was done by ANOVA and stepwise multiple regression. Results: Menopausal symptom of subjects was slightly lower than general middle aged women and the average level of health promoting behaviors was similar to general middle aged women. Health promoting behaviors were differentiated by severity of menopausal symptom, not by menstruation state. Menopausal symptom was negatively related to health promoting behaviors. The most significant factor affecting health promoting behaviors was self efficacy (14.3%). The combination of self efficacy, menopausal symptom, and elementary school teachers accounted for 20.1% of health promoting behavior. Conclusion: When developing health promotion program for teachers with middle-aged women, such program should consider self-efficacy, menopausal symptom, and school type.

• The Journal of the Korea Contents Association
• /
• v.20 no.8
• /
• pp.298-314
• /
• 2020

This study was conducted for the purpose of empirically analyzing the effects of the adolescents' relationships with major adults as the protection factors for their game addiction. Specifically, the discriminatory effects of adolescents' relationships with their parents, school teacher, and educational institute teachers on game addiction among elementary, middle, and high school students were compared. Analyzing the data from "2019 Korean Children and Youth Happiness Index" (N=7,454), it was found that adult relationships are significant factors explaining the level of game addiction even after controlling the influence of adolescents' demographic and social characteristics, game use behavior, and friend relationship factors. In the case of elementary school students, the relationship with their mothers reduces the risk of game addiction, while for middle and high school students, the relationship with fathers acts as a protection factor for game addiction. Meanwhile, the protection effects of the relationship between teenagers and school teachers on game addiction was found only in middle school students, and contrary to expectations, the relationship with the educational institute teacher did not have a significant impact on the game addiction of teenagers. Based on the above major research results, this study discussed on the development of programs and policies for the prevention and intervention of youth game addiction and provided suggestions for the follow-up research in the future.

• Journal of Korean Elementary Science Education
• /
• v.24 no.4
• /
• pp.399-416
• /
• 2005

The purpose of this study was to examine the relationship between science teaching practices and beliefs about the nature of science. Defining teachers' beliefs as a broad construct, the researcher tried to examine not only the teachers' understanding about the nature of science, but also the effect and reflection in science teaching practices with regards to the nature of science. Guiding research questions were how the teachers' science teaching practices reflected their beliefs about the nature of science. The methodology of this study was qualitative approach that included interviews, classroom observations, and instructional materials. At an urban area of Korea, five beginning elementary teacher was chosen. The cross-case and grounded theory study design were adopted as data analysis process. The results of data analysis were checked by teachers for internal validity. This study identified the teachers' beliefs about the nature of science suggested by many researchers and revealed that these teachers' beliefs reflected a little in science teaching practices. On the occasion it was reflected, restricted merely within the narrow limits the way to teach the concepts and contents presented in science curriculum. In addition, some of the obstacles that these teachers' beliefs did not reflect the science teaching practices with regards to the nature of science were investigated in this study.

• Journal of Fisheries and Marine Sciences Education
• /
• v.24 no.4
• /
• pp.469-481
• /
• 2012

The purpose of this study was to verify the influences among job stress, stress-coping style and job satisfaction of the elementary school teachers. An objective of study is 256 elementary school teachers. After choosing 7 schools located in Busan, 283 teachers participated in this study. The measurements used in this study were the teachers' job stress scale, coping ability scale against stress, and the Korea Teacher Opinionnaire Test. The collected data were analyzed with SPSS 14.0 program. For handling data, correlations and Multiple Regression Analysis was conducted. Major findings were summarized as follows: First, it is found that reward & personnel management in sub-variables of job stress and control method in sub-variables of stress-coping style has significantly predicted job satisfaction level. Second, in sub-variables of job satisfaction, reward & personnel management, control method, management system, learning establishments has significantly predicted duties, increase of specialty, human relationships, and work atmosphere, respectively. Finally, the limitation of this study and suggestion for further research are presented.

• English Language & Literature Teaching
• /
• v.13 no.1
• /
• pp.27-46
• /
• 2007

Teachers can maximize students' L2 learning by knowing preferred learning styles. This paper presents the results of a survey that asked 309 English learners to identify their perceptual learning style preferences. It further compared students' favored learning styles in terms of their gender and major field of study and explored a possible link between learning styles and English achievement. Collected data using Reid's (1995) questionnaire were analyzed by descriptive statistics, MANOVA, ANOVA, correlations, multiple regressions including squared partial correlations, and Cronbach's alpha. The results indicated that Korean students favored English learning in group regardless of gender, while their preferred mode of learning was significantly different in regard to their major field of study. Certain learning styles might be profitable for English achievement. Multiple regression analyses revealed that individual mode of learning was the best predictor of students' English achievement. It furthermore showed significant relationships between visual and individual styles of learning and English performance. The findings of the study reflected students' English learning context in which English native-speaking teachers frequently used communicative pair and small group activities for speaking practices that were consonant with students' learning styles.

• Korean Journal of Child Studies
• /
• v.33 no.5
• /
• pp.221-246
• /
• 2012

This study was conducted in order to develop an aptitude test for child care teachers (ATCCT) and to analyze it in terms of both validity and reliability. The main participants in this study consisted of 710 pre-service child care teachers. The results of factor analysis identified 7 factors and 56 items which were selected from 121 items in the original scale. The seven factors were as follows; interpersonal relationship management abilities, receptiveness and responsiveness to children, creativity and personal development, the ability to form close relationships with children, the ability to supervise child safety, the sense of duty, and positive emotions. The four factors were related to social relationship. Criterion-related validity was established by using correlations between the ATCCT and the TSES (Teacher Self-efficacy Scale). The internal consistency was found to be relatively high (Cronbach's ${\alpha}$ = .94) and test-retest reliability was also established (r = .53). In addition, there were differences among pre-service child care teacher groups according to both relative levels of education and courses taught.

• Korean Journal of Child Studies
• /
• v.21 no.1
• /
• pp.253-268
• /
• 2000

The social dramatic play of seventeen five-year-old children was videotaped and transcribed for analysis of Intersubjectivity and play role types. The teachers of the children rated children's social competence. Results showed that children's Intersubjectivity in social dramatic play was related to their play role types and peer competence. Children with a high level of Intersubjectivity play leading roles during social dramatic play and were rated as socially competent by their teachers. The results were discussed from the Vygotskian perspective. Implications for early childhood teachers and suggestions for future studies were provided.

• Korean Journal of Child Studies
• /
• v.24 no.6
• /
• pp.117-131
• /
• 2003

This study investigated the effects of Child Care and Teaching(CCT) practice on student teachers'(N=361) perceived Efficacy for Child Care an Teaching(ECCT), including relationships between ECCT and generalized self-efficacy. Instruments were the ECCT scale, the generalized self-efficacy scale, and self-evaluation concerning CCT. Research design consisted of pre-test, CCT practices. and post-test. Results showed that ECCT scores increased after CCT practice: ECCT was related with generalized self-efficacy and to self-evaluation concerning CCT. These findings suggested that CCT experience is important to student teachers' perceived ECCT, and ECCT, in turn, is a predictor of actual CCT behavior.