• Asian Pacific Journal of Cancer Prevention
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• v.17 no.11
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• pp.4921-4927
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• 2016

Background: Cervical cancer is a major preventable cancers. The, current study aimed to assess relevant knowledge and attitude of female students and hospital staff in Iran. Method: This cross-sectional study was conducted in Medical and Nursing faculties and hospitals of East-Azerbaijan Province of Iran. Participants were medical and paramedical female students and female staff in hospitals selected by stratified random sampling techniques. Tools for data collection were questionnaires for which validity and reliability had been verified (${\alpha}=0.8$). Descriptive and inferential statistics were used to analyze data with SPSS.16. Result: Response rates were 71 % (426 from 600) and 63.5% (254 from 400) for students and staff, respectively. Some 29.1% admitted that they had no information about cervical cancer, only 70 (10.3%) thinking their knowledge as high, 360 (52.9%) as intermediate, and 237 (34.9%) as low. While 93% of participants considered cervical cancer as a severe health problem, the only statistically significant relationships with knowledge were for education (p<.001) and occupation (p<.001) variables. Conclusion: Given the importance of the roles of medical students and personnel as information sources and leaders in health and preventive behavior, increasing and improving their scientific understanding seems vital. Comprehensive and appropriate education of all people and especially students and personnel of medical sciences and improving attitudes towards cervical cancer and its monitoring are to be recommended.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.773-783
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• 2014

In National Curriculum of Science revised in 2007, the Free Inquiry was newly introduced to increase students' interest in science and to foster creativity by having students make their own question and find answer by themselves. The purpose of the study was to analyze characteristics, in cognitive domain, appeared in the processes of performing the Free Inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 fifth grade students participated, and they performed individually Free Inquiry activities. In order to characterize of the diversifying, estimating-evaluating-executing, and extending-applying activities in cognitive domain (C-DEF), the Free Inquiry diary constructed by the students, observations by a researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, at C-D step, many students (71.5%) had difficulty in searching the meanings of their results and the contents of interpretations were at the level of simple description of their results. A few students (15.2%) derived interpretations based on causal relationships between specific variable and result. Also, the tendency that the numbers of interpretation about meaning of their results were increased as the scores of science attitude and achievement was appeared. Second, at C-E step, the students showed tendency of considering facts exactly explaining inquiry topic and being appliable to daily life rather than objectivity or accuracy of scientific knowledge. Third, at C-F step, there were three types of extension and application: simple repetition (8.2%), extension (64.0%), and upward application (17.6%) types. Based on these findings, implications for supporting appropriate interpretation, evaluation, and application of inquiry results are discussed.

• Journal of Science and Technology Studies
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• v.1 no.1 s.1
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• pp.155-178
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• 2001

As is well known, logical positivists held the theory-independent of observation thesis(TIOT). On the other hand, the theories following the logical positivism typically represented by Hanson and Kuhn denied that there was a clear borderline between observation and theory, and held the theory-ladenness of observation thesis(TLOT). In order to mediate those theses I shall suggest a natural epistemic attitude (NEA) to the relation between theory and observation on the basis of the experimentalism. First, I discuss theories of Hanson and Kuhn as examples of views which profess TLOT. Then, I make a brief introduction of experimentalism and some critical discussions about TLOT follow from a point of the experimentalism: TLOT faces considerable counter-examples such as cases, 'observation precedes theory' and 'the combination of wrong theory and right observation'. I introduce a distinction between the guiding theory and the target theory in experimental situations and illustrate that TLOT loses its alleged power if we consider the distinction. Lastly, I suggest NEA, as conclusion of the paper, which can mediate among TIOT, TLOT, and experimentalism and takes a minimal ontology.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.284-297
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• 2012

We developed an educational program using soil seed bank for promoting ecological literacy of children. The initial program was based on the modification of scientific methods used by ecologists. A pilot application was conducted to 4th~6th grade students. In that result, the program was most effective to 4th grade students in terms of ecological knowledge and attitude. Observation of plants in outdoor was the most interesting activity and soil seed bank experiment was the most useful activity to the students. The educational period from late March to early November was too long to keep interest for participants. In the final program, we suggested 3 months and 2 weeks education period (from the 4th week of March to the first week of July) and the 4th grade students as a target. The program consisted of 7 activities, which are "Beginning the soil seed banks observation", "Comparing plant community in each soil seed bank", "My friends, sprout", "How do you come here?", "Finding the hided plants in my school garden", "Why did the soil seed banks change?", and "Inquiring about relationship between plants and their environments". These activities include the process of student's participation of sampling and setting soil seed banks around their school, and observing and identifying the seedlings. Through these activities, students can understand the concept of soil seed banks, develop their ecological knowledge, eco-centric attitude, and ecological sensibility and inquire about the relationship between vegetation from soil seed banks and their environments.

• Hwankyungkyoyuk
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• v.13 no.2
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• pp.63-73
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• 2000

The purpose of this study are two-fold; 1) to identify the differences in the view of environmental value between 6-years-olds and 12-years-old, 2) to identify the differences in the attitude towards animals and plants between male-and female students. To accomplish the purposes of this study, two researchers deeply interviewed ten 6-years-old and 12-years-old boys and girls, respectively. First, the interviewees are asked to rank six constituents in nature, human-being, tiger, ant, gingko tree, weed, and stone, from their views of environmental value. Then, the interviewees were asked to talk about their various interaction with animals and plants. The results of this study are as follows; 1) In evaluating the value of nature constituents, 12-years-olds tended to be affected by scientific knowledge. On the other hand, 6-years-olds tended to evaluate the value of nature constituents by their emotional feeling; 2) From the perspectives of environmental ethics, 12-years-olds showed attitudes in anthropocentric or holistic ethics. On the other hand, 6-years-olds showed attitudes in nonanthropocentric ethics; 3) In evaluating the value of nature constituents, 12-year-olds tended to consider the constituent′s instrumental values and 6-years-olds tended to consider their intrinsic values; 4) From the perspectives of "ethics of care", females, especially 12-years females tended to take care of plants. The results propose more emphasis of environmental "sensuous" in school environmental education. And male- and female students should be expected fairly in their environmental attitudes, especially in taking care of natural creatures.

• Journal of the Korean Chemical Society
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• v.50 no.4
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• pp.338-345
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• 2006

study investigated the effect of an instruction using generating analogy on scientific conceptual understanding, science learning motivation, attitude toward science instruction, and perception of instruction. Two classes of seventh graders at a middle school in Seoul were randomly assigned to the treatment group and the control group, and they were taught about the motion of molecules for 5 class hours. The instruction for treatment group was developed based on the Glynns Teaching-With-Analogy model. Two-way ANCOVA results revealed that the scores of the treatment group were significantly higher than those of the control group in the conception test. However, there was no significant difference between two groups in the science learning motivation test and the test on the attitude toward science instruction. Survey results on the students perception of instruction showed that generating analogy was hard for the greater part of students, and finding appropriate analog was the most difficult work. Educational implications are discussed.

• Korean Journal of Social Welfare
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• v.38
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• pp.206-233
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• 1999

The purpose of this paper is to suggest a scientific evaluation criteria for integration of person with disabilities by developing and measuring the index and indicator of disability integration. Disability integration index will be expressed in a simple number to represent the current situation which will summarize the level of integration of persons with disabilities from the perspective of outcome. Disability integration index is composed of four indicators-social attitude toward person disability, physical environment, participation in society expressed by employment and education, and social institution. Observation research was conducted to measure first two indicators of social attitude and physical environment while existing statistics and data were analyzed for other two of participation in society and social institution. The result of this study showed that disability integration index of Korea was 0.4832. Therefore this paper comes to conclude that the level of integration in Korea approaches to 48 percent which is half of ideal integration. However, this study has its limitations in selection of indicators and index formula which in turn must be followed by next studies.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.35-46
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• 2003

Problem solving ability, having been thought as one of the most important goals of science education is also a primary task for the current education. Indeed, the students' problem solving ability has shown almost no actual progress, despite our long accumulated science education. Under this circumstances, cooperative learning, a way to grow students' positive inter-dependence and problem solving ability in the basis of their active participation and discussion, was proposed as an effective teaching method. But, results have not consistently shown the advantage of cooperative learning over traditional learning for promoting academic achievement in science. Studies have consistently shown greater effectiveness on affective aspects. But, relatively few have focused on biology in Korea. The purpose of this study was to examine the effects of cooperative learning on the achievement and attitude of high school biology students. The pretest-posttest control group design was applied. The sample consisted of 50 11th-grade female students in experimental group(cooperative learning Student Team Achievement Division model) and 50 students in control group(traditional learning). Students in both groups recieved identical content instruction on the unit 'II. Methabolism'. These groups were treated for 13 hours during 5 weeks. Achievement data were collected using a 24-item multiple-choice test(content validity= .85). Science attitude was measured by an instrument which adapted by Kim In Hee(1994). The instrument(Cronbach $\alpha$=.89) included 40 items in four subscales: attitude toward science, social meaning of science, attitude toward science class, and scientific attitude. An analysis of covariance (ANCOVA) was used as the data analysis procedure. For the achievement data, no significant difference exists between the cooperative and traditional groups (p> .05). But, cooperative learning was effective in low-ability students(p < .05). For the science learning attitude data, cooperative learning was more effective than the traditional one(p< .05). Students in the cooperative group acheived better than those in traditional one especially in the subscale of attitude toward science class. There was no meaningful difference of the two methods in both high and average ability students, while cooperative learning was more effective than the traditional one in low ability students(p<.05).

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.113-123
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• 2016

The purpose of this study is to understand the elementary student's growth and its implications from the students' experience participating in the science fair by phenomenological study. The results are as follows. First, the students have various experiences. They acquire scientific knowledge and inquiry skills by conducting in-depth experiments, visiting several places, and interviewing experts. They have some experience in writing experiment journals to record the inquiry process in their own language, and presenting their results in public. Second, the students suffer several difficulties while preparing for the science fair. They have some difficulties when the results were not consistent with the hypothesis, or they had to repeat the experiment over and over. They feel burdened in writing the experiment journal. They had a few time to meet friends or for hobbies. Third, the students improve scientific attitude through the science fair, and they receive a positive effect on the affective side. They developed scientific interest, curiosity, cooperation, etc. And they also gained a sense of accomplishment, confidence, friendship, good relationship with teachers, career interest, etc. This study finds out that students participating in the science fair have a lot of experience that cannot be done easily in a normal science class. Even though students confront some difficulties in the inquiry process, they make good progression and feel accomplished. So the science fair is valuable experience for them.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.573-584
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• 2015

Inquiry has been consistently emphasized in science education as a crucial element for learning. Although many researchers came to agree on the importance of scientific inquiry, authentic inquiry activities are hard to be actualized in an educational context. Therefore it is required to critically examine what teachers have difficulty in teaching inquiry. In this article, we looked into inquiry-based science activities in a small group setting where pre-service science teachers faced dilemmas between cognition and practice of inquiry. A case study was conducted on eight undergraduate students who are majoring in science education. The participants attended a weekly science program for middle school students in low SES as teaching assistants and mentors, and took full care of his/her mentees during open-inquiry activities. The results were drawn by analyzing participants' personal and group interviews, participant observations, self-reports, and others. The pre-service teachers viewed the knowledge and procedure of science as an essential factor in inquiry activities along with student's spontaneous attitude. However, in the process of performing inquiry, they faced several dilemmas between ideal cognition and real activities. The aspects of dilemmas could be summarized in three pairs of opposing concepts: 'diverging inquiry or converging science', 'interest-centered inquiry or learning-centered inquiry', and 'student as the subject or student with the insufficient expertise.' We discussed ways of resolving dilemmas and alternative perspectives on scientific inquiry.