• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.431-440
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• 2018

The purpose of this study is to investigate the characteristics of the K Teachers' Community, which brought about changes in the perception of SSI education by teachers with experience in SSI, and to explore its relevance to the development of SSI professions. This is a case study that describes in depth the characteristics of the K teachers' community. The study conducted semi-structured as well as in-depth interviews with six teachers who have more experience in SSI education activities for over 20 years. The K teachers' community has three characteristics. First, the K teachers' community formed identity by discussing the nature of science and technology, which allowed teachers to share a common orientation toward the goals of science education. Second, the teachers who participated in the K teachers' community formed professionalism and confidence in SSI teaching in the course of producing, sharing, and spreading SSI through its various practices. Third, the K teachers' community is continuously growing by opening themselves to external communities and co-evolution through solidarity. The success of K Teachers' Community may inform other teachers how the community of teaching practices can develop and maintain, and in turn can help the members of the community develop their professional identity as teachers.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.379-392
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• 2018

This study aims to explore science inquiry teaching efficacy that middle school science teachers implementing science practice-based teaching for one year recognized as necessary for teaching science through science practice. Examining interview data in this study, science inquiry teaching efficacy was identified in both planning and implementing in the areas of managing efficacy, instructional strategy efficacy, and content knowledge efficacy. In planning science inquiry instruction, there is science curriculum management efficacy under managing efficacy. There are the efficacy of outlining science inquiry lesson, efficacy of organizing science practice, efficacy of questioning for science practice, and efficacy of understanding student science practice under instructional strategy efficacy. Under the content knowledge efficacy are contents and science practice understanding efficacy and core ideas efficacy. In implementing science inquiry instruction, managing efficacy includes science practice time management efficacy and science practice classroom culture efficacy. Instructional strategy efficacy includes efficacy of motivating student science practice, efficacy of responding to student science practice, efficacy of stimulating student active thinking, efficacy of student active engagement in argumentation, efficacy of evaluating student participation. No content knowledge efficacy have been identified in implementing science inquiry instruction.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.49-65
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• 2011

The survey method was used in this descriptive study. The purpose in this study was to investigate middle school home economics(HE) teachers' stages of concern, levels of use, and perception about career education, based on the Concerns Based Adoption Model(CBAM). Questionnaire was administrated to middle school HE teachers over the whole country except Jeju Island through mail or e-mail by systematic random sampling. 118 data collected from the responses were finally analyzed statistically with mean, standard deviation, frequencies, percentage, and independent-sample t-test by using SPSS/WIN 12.0 program. The results of the study were as follows: First, most-HE teachers were in stages of the personal concern (86.56) and the informational concern(85.42) about HE career education. Second, the highest number of teachers was in level of refinement(33.1%) use. Third, teachers recognized important goal of HE career education as 'understanding of diverse careers and formating of positive values and attitude about work'. Also they had generally conducted HE career education through 'Understanding Teenager' chapter of a first-year middle school. However they had struggled with difficulty such as lack of data, time, and expertise in conducting HE career education. Therefore, it is necessary that support such as development, supplies, and training opportunities of career education should be provided.

• Journal of the Korean earth science society
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• v.21 no.3
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• pp.201-207
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• 2000

We studied aspects of secondary school science teachers in the Chonbuk province concerning their science-related attitudes using the several measuring tools. We applied the multiple comparison to twelve factors at the science teachers 'backgrounds and analyzed the discrepancy in group levels. Science teachers feel half-hearted for the attitudes related to science teachers show a high correlation between the attitudes toward science and the scientific attitudes. We examined the tendency to the science-related attitudes of science teachers having various backgrounds within 5 percent differences of P-value. The contented teachers for their occupations marked higher than the other teachers in the tendency to the science-related attitudes, and the attitude-score of the science teachers graduated from regular colleges also marked higher than the teachers from the training institutes or the different majors. We have investigated the teachers just in Chonbuk province, but we should recognize that the scores in both the perception and the teachers are not improved comparing with the before-studies of Lee(1985), Park(1993), etc. As a result, the development of measuring tools which teachers can examine themselves as their features is needed and the educational systems to specialize the science education should be improved through the various programs for teachers' training courses.

• Journal of Preventive Medicine and Public Health
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• v.39 no.5
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• pp.379-388
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• 2006

Objectives: This study assessed the influences of various factors that are related to youth smoking such as gender, age and type of school, and we wanted to provide supporting data for tailored and effective policy initiatives to reduce adolescent smoking. Methods: A self-report survey was conducted on 14,910 teen-age students who were selected based on the nationwide distribution of students in large and small cities and counties, the gender ratio of the students and the ratio of students attending various type of school at 38 middle and high schools in six representative areas of each province. The survey was handled and managed by a health education teacher at each school. Binary and multinomial logistic regression was used in the analyses. Results: Smoking by adolescents was associated with gender, age and even height. Male high school students tended to smoke more than female high school students, but this differences was not significant for middle school students. The older the adolescents were, the more likely that they smoked, except for the female high school students. Height was meaningful for all adolescents, except for the boys at the vocational high schools. Monthly allowance was significant for all adolescents. School factors such as type of school and the students' school performance were also crucial factors. Attending a vocational high school was strongly related to smoking, especially for girls. Students' school performance and the perceived level of stress were strongly associated with smoking, especially for boys. Home factors such as the relationship with parents and conversation time with family members were closely related to smoking behavior. Knowledge about the health hazard of smoking was also found to be strongly related to adolescent smoking. Conclusions: In conclusion, demographic factors, school factors, home surroundings and the perception on the harmfulness of smoking are strongly related to adolescent smoking behavior, but these differ from gender and type of school.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.532-539
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• 2017

The objective of this study was to understand the degree of conflict in team teaching nursery teachers and also differences in conflict management methods and job satisfaction in accordance with conflict level. For this, a survey was conducted targeting 241 team teaching nursery teachers. In the results of the study, conflict management methods in accordance with conflict level of team teaching nursery teachers showed significant differences in the type of 'integration' and 'avoidance' between groups. Second, job satisfaction in accordance with the conflict level of team teaching nursery teachers showed significant differences in the whole like 'director's operation method & attitude', 'social perception & treatment', 'childcare environment and welfare', 'childcare work', 'relation with colleagues', and 'relation with parents' between groups. In other words, the group with low conflict showed higher job satisfaction than groups with middle or high conflict levels. Based on the results of the study, the efficient operation of team teaching nursery teachers was also discussed.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.275-292
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• 1999

This study aimed to explore the saliences of formal school science and their influences on the attitude toward science communication through mass media. Saliences of school science are salient memories of school science which a perciever attends to selectively among various aspects of formal school science. Among saliences. external saliences refer to the sensory aspects of formal school science. and internal saliences refer to the observers' cognition. Attitude toward science communication through mass media constitute six scales; exposure. cognition. focus. belief. self perception of understanding. application. The questionnaire were developed and sample was selected by multi-stage stratified clustering. The sample size was 1,825. The data was analysed by correlation and multiple stepwise regression. Positive saliences were lab work and science teacher and negative saliences were lecture and exam/grade. According to the correlation and multiple stepwise regression analysis. saliences of the formal school science could account only a small part of the attitude toward science communication through mass media. Internal salieces could account the attitude toward science communication than external salience. Further studies on new models including attitude towards science are needed.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.340-352
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• 1999

Constructivist theory and teaching science in the social context are a main stream in science education. This study was purposed to introduce the STS in-service program implementing in Chonnam National University. and to analyze the results of the program in terms of changes of teachers' and students' perceptions and attitudes. The major features of the STS in-service program were as follows: teacher-centered. teaching in the social context. emphasis on constructivist approach. development of STS module and implementations. A total of 20 secondary science teachers participated in the in-service program. and filled out two questionnaires. Science Education Reform Inventory and Constructivist Teachings Survey. Three of the 20 teachers were selected to gain information from their implementations of a STS module into their respective classrooms. The students completed two instruments. Constructivist Learning Environment Survey. and Scientific Attitude Survey. The responses from teachers and students are as follows: 1. The participating teachers were very aware of the necessity of reform in science education. and the degree of the perception of the necessity increased after the STS in-service program. 2. The STS program significantly improved constructivist teaching techniques. 3. The perceptions of the students about constructivist learning environments improved significantly after the STS in-service program. 4. Students' scientific attitudes improved significantly through STS approach. The STS in-service program with the above mentioned features was found to be effective in our current school system. and could be implemented successfully if teachers were willing to learn and participate in the reforms of science education.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.

• Culinary science and hospitality research
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• v.18 no.3
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• pp.266-285
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• 2012

This study was conducted to investigate the dietary habits and nutritional knowledge of 5th and 6th graders and the teachers' perception of dietary life education at the elementary schools in Chuncheon area. The children who had breakfast and supper everyday accounted for 54.1% and 80.3% each. Children consumed 'breads or confectioneries'(42.6%) and 'fruits or juices'(39.3) as snacks. Only 57.4% of the children had balanced diet. Only 59% of the children answered correctly at the nutritional knowledge test, and only 75% had good dietary behaviors. About 78% of the teachers had the experiences of dietary life education, and they taught it in class(38.9%) or at school lunchtime(35.2%). The teachers answered that the major nutrition problems of elementary students were bad eating habits(37.7%) and too much ingestion of fast or instant foods(36.2%). They also answered that dietary life education was necessary(79.7%) and should be started more earlier(87.0%). Ironically, about 49% of the teachers answered that dietary life education should be taught by dietitians even if the teacher who spent most of the time with their students is the best person for dietary life education at school. It should be done in children's daily life, especially for elementary school students. Therefore, teachers should recognize the importance and the specialty of dietary life education at the elementary schools.