• Journal of The Korean Association For Science Education
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• v.13 no.3
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• pp.377-388
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• 1993

This research was developed to investigate the apprehension of the ideal image of science teacher and the view of science teaching profession. The samples were drawn from middle/high schools students, university students of colleges of education, science teachers of secondary schools. principals of middle schools and masters of high schools, and professors majoring in science and/or science education. Data were collected through the use of questionaires. The samples responded differently to the Questions depending on their personal needs and professional viewpoints. Very few of the students wanted to be a science teacher in the future. Even the many numbers of college students gave up becoming a science teacher. Furthermore greater portion of science teachers were not satisfied with their profession as science teaching. More findings are described in the paper.

• Journal of Gifted/Talented Education
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• v.12 no.1
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• pp.61-76
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• 2002

The purpose of this study is to investigate the education system for science 34gifted/talented students in Korea. There are fifteen science gifted/talented education centers established in major universities, sixteen science high schools and one research center for the gifted education in science located at KAIST. To examine the selection procedure and the curriculum of the education centers and science high schools, the annual reports of the fifteen education centers and the annual plans of sixteen science high schools are analyzed. About 200 gifted/talented students are employed in the field of science, mathematics and information science at each education center, Multidimentional education system is developed for efficient way of teaching for the gifted. The curriculum and teaching method for each education center is unique and different from the science high schools that follow nationally given form. This study shows new selection method and unique curriculum for the science gifted/talented students employed in the education centers. Also, current situation of science high schools are reported in this study. Finally we suggest the systematic way of developing the education system for the gifted in science in korea.

• Journal of the Korea Society of Computer and Information
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• v.23 no.2
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• pp.83-91
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• 2018

In this paper, we verify the mediating effects of resilience on the relationship between smartphone addition and anger coping strategies, focusing on 299 high school students, and examine the effect of variables on students of general high schools and special purpose high schools. We found that smartphone addiction affects students' resilience and the resilience affects their anger-out and anger-in. It is also found that resilience has mediating effects on the relationship between students' smartphone addiction and anger coping strategies. As for students of general high schools, their smartphone addiction has positive effects on anger-out and anger-in while that of students of special purpose high schools affects their resilience, and the resilience affect their anger-out and anger-in. The results suggest that a high-level of smartphone addiction tends to reduce resilience, which lowers anger moderation, and stress the need of intervention by school type. Finally, this paper discusses implications based on its results and importance of further studies.

• Journal of the East Asian Society of Dietary Life
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• v.18 no.2
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• pp.253-263
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• 2008

This study examined the menu management and utilization of cooking equipment at school foodservice operations in the Chonbuk area. Self-administered questionnaires were collected from a total of 193 school dietitians. Statistical data analysis was completed using the SPSS v. 11.5 program. The results are summarized as follows. Among the 193 schools, 58.5% were elementary schools and 41.5% were middle and high schools. Approximately 97% of the schools prepared meals in the conventional manner. Among the school, 68.4% had a menu cycle of 1${\sim}$2 weeks. The frequency of using convenience foods was significantly different between the elementary schools and middle and high schools(p<0.001). Approximately 45% of the dietitians responded that the most important details for menu planning were menu variety and consumer preference. However, 66.8% of the dietitians responded that a key problem for menu planning was limited and worn-out kitchen equipment. Although the cost of purchasing cooking equipment is high, most dietitians responded they have high needs for equipment in order to meet of the quantity demands of food production. In terms of utilized cooking equipment, most schools had mixers, vegetable cutters, choppers, dish washers, etc. Yet the amenities most often lacking were meat slicers, composting machines, ovens, and griddles. In utilizing the cooking equipment, there was no significant difference between the dietitians in the elementary(3.67) schools and those in the middle and high school foodservice systems(3.70); however, the utilization level was poor. Therefore, governmental regulatory agencies should review and finance support for purchasing cooking equipment. Finally, purchasing analysis was conducted regarding the dietitians' opinions on menu recipes and useful equipment.

• Journal of Environmental Health Sciences
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• v.38 no.1
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• pp.42-50
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• 2012

The purpose of this study was to investigate the concentration and distribution characteristics of $PM_{10}$ at high schools classrooms in Ulsan and its surroundings. This study evaluated $PM_{10}$ levels in classrooms at 79 high schools in Ulsan from May 2008 to May 2009. The average $PM_{10}$ level was 63.8 ${\mu}g/m^3$, and the rate of exceeding the statutory maintenance limit was 16.0%. The average $PM_{10}$ level was higher in general schools (64.9 ${\mu}g/m^3$) compared to professional schools (59.2 ${\mu}g/m^3$), and private schools (66.6 ${\mu}g/m^3$) was higher than that of public schools (62.5 ${\mu}g/m^3$). The average $PM_{10}$ level (68.4 ${\mu}g/m^3$) in general classrooms was significantly (p < 0.01) higher than that in multi-purpose ones (54.6 ${\mu}g/m^3$), and first-year student classrooms (73.3 ${\mu}g/m^3$) was significantly (p < 0.05) higher than that in second or third grade ones (67.6 ${\mu}g/m^3$, 51.5 ${\mu}g/m^3$, respectively). The $PM_{10}$ level in schools in Dong-Gu in the vicinity of assorted industrial complexes was higher than that of schools located in other districts around the Ulsan Metropolitan Area. The regression model showed that $PM_{10}$ level was positively associated with number of students and relative humidity.

• Journal of Family Resource Management and Policy Review
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• v.12 no.3
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• pp.103-117
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• 2008

This study focuses on time management behavior, which differs in (1) the characteristics of schools and (2) the experience of education about time management. Also, this study examines the effect of time management behavior on life satisfaction of vocational and non-vocational high school students, and also those who attend life-long education schools. The study sample consists of 367 teen-age high school students in Seoul. The result of this study demonstrates that the experience of education about time management has a great effect on time management behavior. Students experiencing education about time management have higher scores in time management behavior than those who lack such experience. It also shows a close relationship between time management behavior and life satisfaction in non-vocational high school students and those attending life-long education schools.

• The Journal of the Petrological Society of Korea
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• v.27 no.2
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• pp.105-108
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• 2018

This study was on the rock garden among the school gardens as survey of 122 schools(60 elementary schools, 34 middle schools and 28 high schools) during 16 months from March 2017 to June 2018, There were 36 rock gardens (29.51%). 40% elementary schools and 18.18% secondary schools (middle and high schools) had the rock gardens. 3 items were surveyed; Was the rock sample in the rock garden related to the curriculum? Was the name of sample correct? Was the content of a sample's exhibition panel suitable? Elementary schools showed 36.7% in response to 'Was the rock sample in the rock garden related to the curriculum', 55.1% in response to 'Was the name of sample correct?' and 55.5% in response to 'Was the content of a sample's exhibition panel suitable?' Secondary schools showed the average 83.9% correlation in the aspect of curriculum, 82.8% accuracy in the aspect of sample name and 84.1% suitability in the aspect of the content of a sample's exhibition panel.

• Journal of the Korean Institute of Educational Facilities
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• v.17 no.6
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• pp.20-26
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• 2010

• Journal of The Korean Association For Science Education
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• v.15 no.4
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• pp.437-451
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• 1995

Middle and high school students' conceptual understanding about stoichiometry, gas laws, and diffusion was compared with essay type test and multiple choice test. Whereas achievement of high school students was higher in stoichiometry, that of middle school students who were expected to go to high schools was higher in gas laws and diffusion. When students' achievement was compared to that of American college students, Korean students' achievement was higher in stoichiometry and was similar in gas laws. These results indicate that algorithmic problem solving is more emphasized than conceptual understanding in high schools and that quantitative aspects focused in chemistry education are not helpful in concept understanding. Nevertheless relatively smaller difference between concept understanding and algorithmic problem solving for high school students in this study seems to be from concept learning in middle schools.

• Hwankyungkyoyuk
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• v.10 no.2
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• pp.101-120
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• 1997

The objective of this research is to understand the current field and composition of environment related terminology used in middle and high school textbooks, to find out uniformity and relationship between them, and development for the future establishement and replacement in the environmental education, simultaneously. The results of this study are as follows: 1. The terms used in middle school textbooks were found out to be 334, while those used in high school were 717. Total terms used were 870(759 kinds) and those recorded in the environmental terminology dictionary were 362 including synonyms. 2. Of those 870, 211 terms (24.25%) which were the same words have been used in interlinked connection with the Middle and High schools. While 136 terms(15.63%) have been used in the only middle, and 524 terms(60.23%) have been used in the only high schools. In middle and high school environmental text books 211 (24.25%) terms were the same interlinked terms. Of those extracted terms, 136(15.63%) were used in the middle school 'environmental' textbooks and in high school, 524(60.23%) were used in 'environmental science' book. These results shows that there is big gap between middle and high school contents and we will need more consideration in selecting the terms and better substance. 3. The same terminologies used in both middle and high schools were total number of 676. In those terms 257 kinds(76.26%) were used in middle school 'environmental' text books, and 563 kinds(78.52%) in high school 'environmental science' text books. Here are some details : 1) Terms used as same meaning but different in expression in middle school: 83 kinds, 192 terms (11.99%). 2) Differently expressed in the same text book : in middle school - 20 kinds(2.64%) in high school - 61 kinds(8.04%) 3) Differently expressed terms between middle and high school: 51 kinds(6.72%) 4) Same meaning in 3 expressions or more : 19 kinds 4. Of the examined terms 362(including 43 synonyms) were defined in environmental dictionary which is 41.8% of the total words. In the future specialization in utmost fields will be needed 5. When dividing those examined terms according to the middle and high school curriculum, the most terms were used in nature and pollution fields following environmental preserving, artificial environment, and environmenatal counterplan. In middle schools the most used terms were in the field of environment pollution, preservation, counterplan, and sanitation. These results reflects the education goals and objectives of middle schools. But for the middle school 'environment' curriculum moret uniform distribution are needed and for the high schools' 'environmental science' program, the fields in artificial environment, industrization, urbanization, and sanitation should be intensified.