• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.794-800
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• 2005

The purpose of this study was to examine the state of management and science teachers perception of science classes and clubs in secondary schools. There ware 125 participants (75 middle school teachers and 50 high school teachers) from eight metropolitan cities and local areas, and more than 80% of the participants had managed science classes or clubs. Results found that a significant number of science teachers felt it necessary to manage science classes and/or clubs in secondary schools. They believed the classes and/or clubs to be beneficial in the activation of students' interest in science, even though they might not be effective ways of improving scientific achievement. In addition, it was found that secondary science teachers desire financial support, in-service programs, and efficacious programs supporting science class and club management.

• The Korean Journal of Food And Nutrition
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• v.30 no.6
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• pp.1245-1251
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• 2017

The objective of this study is to investigate the satisfaction of elementary, middle and high school nutrition teachers in the Chungnam province concerning the free school food service. We surveyed satisfaction related to policies on school food service and the school food service center. Satisfaction on the school food service center was separated according to four dimensions; perception, food materials, operational system and service. Furthermore, we analyzed factors that affect satisfaction with the school food service center with a multiple regression model. First, satisfaction about the free school food service and dietary life education are higher than the total average of satisfaction with the policy about the school food service. Second, satisfaction about a variety of food materials and reasonable prices are lower than total average of satisfaction with the school food service center. Third, when more teachers have a high level of a positive perception and have higher satisfaction with the operational system of the school food service center, then they also subsequently display higher satisfaction with the school food service center. Therefore it is necessary to improve or make up for pricing and diversity on food materials by the school food service center.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.411-431
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• 2009

The efforts on order to enable students to connect meaningfully their real life to mathematical application and mathematical problem solving would be one of the significant functions in school mathematics. In this research, we surveyed 582 elementary school teachers in Seoul to determine their perception and the status about mathematical modeling. The goal of the research was to analyze the survey and interview and investigate the possibility of application of mathematical modeling to elementary mathematics. As a result, they replied that mathematical modeling would be applicable for students' understanding of concepts and motivations.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.5
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• pp.991-1002
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• 2014

The purpose of the study is to analyze the difference of the intention to implement instructional adaptations for students with disabilities between preliminary teachers who agree on inclusive education and who do not agree on inclusive class. The subjects are 318 preliminary teachers who enrolled in the Busan national university of education(180 pro-inclusive preliminary teachers and 138 anti-inclusive preliminary teachers). The questionnaires are composed of currently demographic information, perception about inclusive education, and instructional adaptations. To examine the differences depend on the teachers' perception of inclusive education, descriptive statistics, and t-test were used. The results are as follow: Significant differences in total instructional adaptations and three sub-instructional adaptations(e.g., instructional environment, instructional groups, and instructional contents) were found between preliminary teachers who agree on inclusive education and who do not agree on inclusive education.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.2
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• pp.375-392
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• 2013

The This study attempted to analyze what perception and attitude teachers have on corporal punishment. For these purpose, 458 writings about corporal punishment that 140 teachers loaded on web-site were collected and were analyzed using qualitative content analysis. : First, each writing was open-coded according to specific theme or meaning relating to corporal punishment using Nvivo program. Second, coded materials were classified as a high category when having similar theme or meaning. As a result of this process, 2 highest categories, 6 high categories and 24 subcategories were yielded. Teachers with positive view on corporal punishment tend to think that corporal punishment has some educational values or usefulness and their views were classified as very positive view, limited-permissive view, and inevitable view. They thought that corporal punishment were closely related to teachers' authority. Teachers have negative views on corporal punishment on the basis that corporal punishment causes side effects, is contrary to essentials of education, violates human rights etc. Negative views that teachers have on corporal punishment were classified as absolutely negative view and negative view focused on side effects. They thought that corporal punishment were not related to teachers' authority. Comments have been made on positive view on corporal punishment from the perspective of reflective analysis and implications of the results on theory and practice were discussed with comments on research limitations.

• Journal of Korean Home Economics Education Association
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• v.15 no.1
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• pp.15-32
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• 2003

This study examined teacher perception of the instructional method. activities and material in terms of class quality enhancement. Also this study established instructional method. activities and material application Per 7th Practical Arts Education Course guidance domain. and type identification of the instructional method and activities unique to the Practical arts curriculum. Conclusions : 1. Teachers consider the instructional method and material beneficial. However in the item relevant to application of diverse instructional methods Per specific teaching objective and educational content in the actual classroom. the highest percentage responding. ‘relatively yes’ (39.7%) . balanced out with those answering. ‘no’(37.7%) 2. In linking the instructional method and material to secondary school home economics education, teachers experienced difficulty in teaching only the clothing education domain . 3. In each guidance domain, lecture method, problem-solving learning. cooperative learning. home project learning and functional learning were surveyed for instructional method suitability. Notably, home project learning was identified as a significant instructional method. This result begs in-dept analysis as home project learning may be utilized as a tool to compensate for the absence of practical educational objective condition fulfillment and to substitute for teachers unable to Provide such functional guidance in class. 4. In each guidance domain. role-playing. debate/discussion. case study research, practical exercise and activity reporting were rated as essential teaching ㆍ learning activities. 5. In each guidance domain.‘VCR’, ‘CD-ROM’ and ‘Web media’ were identified as suitable instructional materials .

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.2
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• pp.292-300
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• 2007

Purpose: This study was intended to describe the perception of professors and nurses on clinical practice teaching and organizational integration of colleges and clinical nursing departments. Method: Fifty-three professors of five nursing colleges and eighty-four nurses of one university hospital participated. A structured questionnaire was used for data collection. Result: Disposition for a good clinical instructor was both teaching skill and abundant clinical experience. Professors were competent at adapting nursing process and critical thinking, whereas, nurses were good at clinical skills. Most of the subjects agreed on the organizational integration of nursing colleges and the nursing departments of the hospital, and the proper position for a clinical teacher would be a concurrent instructor. Conclusion: Cooperation between the nursing college and clinical nursing department is needed, and organizational integration of these two is one way for better instruction in clinical practice.

• Journal of the Korean Home Economics Association
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• v.50 no.4
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• pp.11-19
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• 2012

This study aimed to investigate the impacts of children's culinary education motive and contents consideration on teachers perception of education effectiveness. The data was gathered from 226 of preschool teachers providing culinary education programs using the five-Likert scales. The preschools were chosen from three randomly selected districts in Seoul, South Korea. Descriptive analysis, factor analysis, and regression analysis were utilized for this study. The result indicate that culinary educators designed the contents of the program considering their convenience when their motive is passive, whereas others focussed on the educational purpose such as children's eating habit formulation, team work, and development of taste sense when their motive is active. The result also confirmed that culinary educators perceived the educational effectiveness (e.g., children's development of body, team work, and creativeness) in the course of designing culinary education contents when focusing on children's education.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.5
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• pp.1148-1164
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• 2013

The purpose of this study was to inquiry of perception on outcomes and challenges of vocational education division CSAT by industry department teachers of specialized vocational high school. Therefore, it is highly desirable that researchers to survey what are the biggest outcomes of vocational education division CSAT and positive ripple effects of outcomes, what are the biggest challenges of vocational education division CSAT and importance of challenges undertaken 10 years. The survey included 100 industry department teachers of specialized vocational high school on 9 region from Korea. The analysis of survey results was by regions, industry department teacher's career of specialized vocational high school. The results are as follows. The biggest outcomes of vocational education division CSAT was extension of opportunity on continuing education and supply a demand for entrance university on specialized vocational high school students. The biggest positive ripple effects of the outcomes was also extension of opportunity on continuing education and supply a demand for entrance university on specialized vocational high school students. The biggest challenges of vocational education division CSAT and importance of challenges was not to use vocational education division CSAT score for the entrance on the most universities.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.269-283
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• 2012

The purpose of this study is to further develop the strategies using science magic and investigate the their effects of the instruction on the student's attitude toward science. To do this, a main idea was selected and stages for science teaching methods were developed. Two classes of the 4th grade were selected and instructed. After implementing and using the teaching method, a test and survey were administered to examine the perception of the students and the learning effects of the new science teaching. The results of this study were as follows. First, the strategy for using science magic was developed and applied. For learners, doing science magic was more effective on their own in terms of boosting student's understanding and interest. Also the teacher's modeling was better in terms of presenting the contents. Second, the students' reaction and perception on using the science magic in classes were positive. In the classroom setting, science magic helped the learners understand better and made the learning environment fun. Third, instruction using science magic had a positive effect on student's attitude toward science. Students felt curiosity about science magic. It made them participate better in studying the activity as well. In conclusion, instruction using science magic can be applied to science to education, and the attitudes toward science and learning achievements can be improved.