• The Korean Journal of Psychodrama
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• v.21 no.2
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• pp.57-72
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• 2018

The purpose of this study is to analyze the effect of the perceptions of school violence and satisfaction after violence prevention sociodrama in the first grade of middle school. This study was carried out in April, 2018, and the experimental group and the control group were 12 students in each of the first grade of middle school in S city and A city. As a result, the level of perceptions of school violence in the experimental group was 14.50 in pre-test, 11.83 in post-test, and 9.33 in average rank. The level of perceptions of school violence in the control group was 14.25 in pre test, 13.83 in post-test, and 15.67 in average rank. The Mann- Whitney U test between the two groups showed statistically significant indicating that school violence prevention programs are effective. The program has been satisfaction in the experimental group and the total average is very high as 4.71 out of five points, in particular the highest satisfaction with 'teacher's class progress'. Through this study, it is expected that the diffusion and spread of school violence prevention sociodrama for middle school students.

• Health Policy and Management
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• v.13 no.3
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• pp.1-20
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• 2003

The purpose of this study was to investigate the current status of health promotion policies about antismoking, and the relationship between policy status, enforcement of smoking restrictions and perceptions of smoking behaviour among teachers. A representative sample of 173 teachers$.$school inspectors from 150 elementary$.$middle$.$high schools in Gangwon-do was surveyed during Gangwon-do Office of Education's antismoking and temperance training course in 2002 (response rate 60.7%). One staff member from each school was also analyzed regarding school antismoking polices for students and teachers in several locations within and outside the school building. The results showed that 118 elementary$.$middle$.$high schools (78.7%) had an antismoking policy and more schools had a written policy on student antismoking than on teacher antismoking. Most schools (92.4%) in the sample banned smoking by students, but 52 schools (44.1%) allowed smoking by teachers in restricted areas. However, teachers reported seeing smoking sometimes in the toilets (42.7%) or the playground (40.0%) among students and sometimes in the staff room (31.3%) or about every day on school premises (52.7%) among teachers. Irrespective of the type of policy or restrictions on smoking, the association between having a ban on student/teacher smoking and teachers' perceptions of student/teacher smoking in school was not significant. In conclusion, we suggest that most schools must have explicitly an antismoking policy on both students & teachers and enforce consistently a ban in promoting a healthy school environment(smoke-free schools).

• English Language & Literature Teaching
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• v.18 no.1
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• pp.133-151
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• 2012

This study investigates Korean university students' perception of TOEIC courses taught by Korean and native English teachers and test results in an effort to identify better methodologies to teach TOEIC. To find out the student's perceptions of TOEIC classes, a survey was conducted. The one hundred sixty students who attended the TOEIC courses participated in a questionnaire survey at the end of the semester. Based on a survey of students' assumptions toward TOEIC classes and teachers, this paper discusses the skills students feel important to improve their TOEIC scores and what their actual scores show. The research questions were: 1) what are some of the benefits of having a Korean or native English teacher for TOEIC courses? 2) what are some of the drawbacks of having a Korean or native English teacher for TOEIC courses? The results indicated that Korean and native English teachers have an equal chance to become successful teachers, but the methods used by the two groups are not the same in the context of teaching TOEIC courses; in the short term, direct test preparation, dictation and repetition by Korean or native teachers might be good methods for TOEIC courses, however, in the long term, conversation and discussion performed by native teachers may affect scores in a positive way.

• Journal of the Korean Chemical Society
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• v.50 no.1
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• pp.65-78
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• 2006

study identified secondary school chemistry major teachers' perceptions of sublimation related to the drying phenomenon of frozen wash and representation of the phenomenon on phase diagram. The subjects were 53 teachers for the questionnaire developed for this study, and interviews. The two professors who majored physical chemistry and one professor who majored analytical chemistry at teacher's college were interviewed for teacher educators' perceptions of sublimation. The results showed that forty one teachers among fifty three teachers thought that the drying phenomenon was sublimation. The most teachers who thought that the phenomenon was sublimation responded as a reason that solid state changes to gas state. The teachers who thought that the phenomenon was not sublimation responded as a reason that the 1 atm of air pressure was not the condition of sublimation. Seventeen teachers thought that the drying phenomenon of frozen wash could be represented on phase diagram, but thirty four teachers thought that it could not. But most teachers confused the scientific representation of the phenomenon, and felt difficulties to teach the contents to students.

• Hwankyungkyoyuk
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• v.21 no.1
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• pp.45-56
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• 2008

This study is to consider the fundamental perceptions of pre-service elementary school teachers to natural environments. The recognition items of questionnaire for those environments include ones of water, atmospheric, soil, biologic and oceanic environments constituting of the earth system. From the results of the study, they affirmatively recognized biologic environment, but they showed highly negative recognitions to others. In other side, it is considered that their recognitions to natural environments were probably transferred by the things which involve press media, curricula and real lives. On the basis of the study results, systematic teaching-learning for natural environments is essential because the encouragement of eco-friendly attitude, one of main goal for environmental education, is budded from basic understandings to natural environments. Affirmatively environmental worldviews for elementary school students are important for reasons why teacher's quality and practice will is fundamental, and then teacher could change the views of the students for environmental education. So, preparing balanced attitudes, right concepts and connection to applicable knowledges for natural environments, pre-service elementary school teachers in environmental education must be pointed to organized education between human and natural environment.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.72-82
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• 2017

The purpose of this paper was to explore university students' perceptions on NEST(Native English-speaking Teacher)s and NNEST(Nonnative English-speaking Teacher)s who taught in an English camp of A university. 172 university students participating in the English camp during the vacation were asked to fill out a questionnaire including the satisfaction with the camp, NESTs' and NNESTs' general teaching qualifications, class management, and teaching contents. The data were analyzed through frequency, Pearson's Chi-square test and Fisher exact test. The research found that students were satisfied with NESTs' and NNESTs' classes in the camp. The students recognized that NESTs offered interesting classes while NNESTs prepared and taught the classes well. They also pointed out that NESTs instantly managed classes while NNESTs tended to rely on textbooks and offered more materials in classes. They realized that NNESTs focused more on English speaking, gave students more feedbacks about students' outcomes, and communicated with students more effectively. The paper provides pedagogical implications for more effective NESTs' and NNESTs' teaching.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.559-569
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• 2014

In this case study, we investigated teaching strategies of science teacher's teaching in science museum. Two secondary science teachers who completed a teacher training course on teaching in science museums participated in this study. We conducted interviews about their perceptions on teaching in science museum and their teaching plans before teaching. Then, we observed and recorded their teaching practices in the science museum throughout one semester, and collected all of the teaching materials. The interviews were also conducted after every lessons and at the end of the semester. For the analysis of teaching strategies, we used a framework that was revised from the framework for museum practice (FMP). The analysis of results revealed that the teachers understood the significance of planning the activities in a series of pre-visit, during-visit, and post-visit, so that they structured their teaching as continuous activities, not as an one-time event. However, they showed differences in the extent of connecting the activities with the national science curriculum according to their teaching objectives. In addition, there were differences in strategies such as promoting social interaction, evoking students' curiosity and interest, providing students with choices and control, and inducing engagement and challenge depending on each teacher's perceptions and experiences on teaching in science museum. These results suggest that science teacher education for the professional development of teaching in science museum should systematically provide knowledge and experiences on teaching strategies based on appropriate perceptions on teaching in science museum.

• International Journal of Internet, Broadcasting and Communication
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• v.14 no.1
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• pp.44-52
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• 2022

With recent scientific advances and growing interest in AI technologies, AI-based chatbots have been viewed as a practical learning aid for English language development. The purpose of this study is to examine preservice teachers' perceptions on the potential benefits of employing AI chatbots in English instruction and its pedagogical aspects. 28 preservice teachers majoring in English education were asked to use Kuki chatbots for a week with a guidance of a researcher and then report on their perceptions of AI chatbots in terms of perceived usefulness after use, applicability, and educational benefits and drawbacks. Emerging codes and themes were identified and evaluated using Thematic Analysis(TA) based on qualitative data from surveys and interviews. The findings show that six emerging themes were identified, encompassing perspectives on teacher, learner, communication, linguistic, affective, and assessment. The overall findings of this study revealed that AI-based chatbots can play a significant role as learning tools for stimulating interactive communication in a target language. Most preservice primary teachers acknowledge that AI chatbots can be useful as teaching and learning aids for both teachers and students. Furthermore, when applying various learner data to chatbot technology, such as learner assessment and diagnosis, a guided approach is necessary to perform a conversation appropriate for the learner's level and characteristics. Finally, as chatbots have a variety of benefits in terms of affective aspects, they may improve EFL learners' confidence in speaking English and learning motivation.

• Journal of Korean Home Economics Education Association
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• v.11 no.2
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• pp.39-50
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• 1999

The aim of this study is to identify needed consumer education changes through the analysis of the consumer education in elementary schools. The findings of this study are：1. The current situation of elementary school consumer education was examined through analysis of the curricula of elementary schools. 2. Teacher attitudes and perceptions toward elementary school consumer education were also examined. Although the elementary school teachers clearly understood the importance of consumer education, the problem is that a training workshop or program has not been provided for them. This deficiency needs to be addressed quickly. 3. The third part of the study consisted of an analysis of the curriculum of the 11 Teacher’s Colleges in Korea. This partof study revealed that consumer education was not systematically addressed at Teacher’s Colleges. This finding suggests that it is important to have an included with other opening lecture on consumer education, cultural subject. The content of the consumer education must be positively emphasized and applied systematically.

• Korean Journal of Child Studies
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• v.27 no.3
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• pp.135-148
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• 2006

The Foreign Language Classroom Anxiety Scale(Horwitz et al., 1986) and the Classroom Environment Scale(Moos & Tricket, 1974) were administered to 434 middle school students in Daegu. Data were analyzed by Cronbach's $\alpha$, t-test, and Pearson's correlation using the SPSS program. Results on anxiety showed no gender differences between male and female students but $9^{th}$ graders reported more anxiety than $7^{th}$ graders. Two of the nine classroom environment subscales showed differences between perceptions of male and female students, and there were significant differences between $7^{th}$ and $9^{th}$ graders. Foreign language anxiety was correlated with perceived classroom environment. This finding suggests the importance of the psychological environment between the English teacher and students for successful language education.