• Journal of the Korean Society of Radiology
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• v.8 no.6
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• pp.365-369
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• 2014

The purpose of this study was to investigate kindergarten teachers' perception and needs about radiation understanding education for young children's safety due to radiation exposure. This study analysed the 160 questionnaire forms out of 300 kindergarten teachers in the region of C and G city. The findings of this study were as follows: First, kindergarten teachers' understanding level about radiation was low, general harmfulness and the harmfulness of exposure to radiation is high. Second, kindergarten teachers' radiation understanding education was low, but kindergarten teachers' needs about radiation understanding education was high. In conclusion, this study suggested that kindergarten teacher education are required to improve the radiation understanding level of kindergarten teachers.

• Korean Journal of Community Nutrition
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• v.21 no.1
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• pp.12-24
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• 2016

Objectives: The objectives of the study were to investigate the school nutrition teachers' perception on their job and to find out recommendations needed for its improvement in order to provide a quality foodservice and nutrition education at schools. Methods: A total of 219 school nutrition teachers in Seoul were surveyed using selfadministered questionnaires. Results: The perceived importance of the 16 job duties was rated 3.8 based on a 5-point scale (1: very unimportant - 5: very important). The importance of six duties including nutrition management, production management, nutrition education, and food safety management were rated over 4 point but that of record-keeping for documents, official reporting, and service management was rated the lowest. Importance-Performance Analysis showed that nutrition management, receiving/storage management, production management, menu management, food safety management, and equipment/facilities management should be emphasized to maintain the current performance of duties. The performance of the nutrition education and counseling needed to be improved since the importance scores were greater than average but the performance scores were lower than the average. Official reporting and miscellaneous jobs were rated the highest for simplification need. More than half of the respondents agreed that equipment/facilities management, miscellaneous jobs, service staff supervision, and service line supervision could be allocated to other school departments. Conclusions: School nutrition teachers should invest more time and resources on their core job duties such as nutrition management, production management, food safety management, and nutrition education for providing quality foodservice and nutrition education. To reflect the environmental changes of school foodservice, a reasonable staffing index of school nutrition teachers needs to be developed. In addition, hiring an assistant or implementing school nutrition teacher internship programs can be useful to reduce workloads of the nutrition teachers.

• Journal of Digital Convergence
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• v.14 no.9
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• pp.53-61
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• 2016

This study aimed to understand the effectiveness of teachers' backgrounds and digital textbook training experiences on digital competency, understanding of the digital textbook, perception of the digital textbook effectiveness and attitude toward the digital textbook. A total of 101 valid elementary, middle and high school teachers participated in the survey and the data were analyzed using the SPSS statistical package. As a result, male teachers showed higher digital competency than female teachers. Also, teachers who experienced with digital textbook training understood more about the digital textbook. It was suggested that a newly structured professional development program for the digital textbook considering teachers' personal backgrounds should be developed.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.57-75
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• 2024

This study aimed to investigate the current state and educational needs of risk education related to science and technology as perceived by secondary science teachers. A survey was conducted with a total of 366 secondary science teachers. The results are as follows. First, There were more teachers who had not provided education on risks arising from science and technology in terms of risk perception, risk assessment, and risk management than those who had not. Global warming was the most common risk taught by teachers, followed by earthquakes, artificial intelligence, and traffic accidents. Second, teachers recognized that they lacked understanding that the achievement standards of the 2022 revised science curriculum include risks that may occur due to science and technology, but they thought they were prepared to teach. Third, teachers recognized that their understanding of risk perception was higher than that of risk management and risk assessment. Fourth, the experience of teachers in training on risk was very limited, with fewer having training in risk assessment and risk management compared to risk perception. The most common training experienced was in laboratory safety. Fifth, teachers recognized that their capabilities for the 10 goals of risk education were not high. Middle school teachers or teachers majoring in integrated science education evaluated their capabilities relatively highly. Sixth, many teachers thought it was important to address risks in school science education. They prioritized 'information use', 'decision-making skills', and 'influence of mass media', in that order, for importance and called for urgent education in 'action skills', 'information use', and 'influence of risk perception'. Seventh, as a result of deriving the priorities of education needs for each of the 10 goals of risk education, 'action skills', 'influence of risk perception', and 'evaluate risk assessment' were ranked 1st, 2nd, and 3rd, respectively.

• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.1-24
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• 2020

Objective: The purpose of this study is to explore and understand the experiences of innocent child care teachers who had been suspected of abusing children at child care centers. Methods: Ten innocent child care teachers who had been suspected of child abuse participated in the study. Semi-structured interviews were conducted to collect data. Data were analyzed using Creswell's analytical framework. Results: The findings of the study are as follows. First, teachers' perceptions of CCTV were positive, while parents' mistrust in CCTV formed the teachers' negative perception of it. Second, the teachers were also withdrawn from their relationships with parents, children, and other employees in child care centers. Finally, they suffered from psychological burnout after they were suspected of child abuse. Conclusion/Implications: This study suggests that it is necessary to provide legal and institutional support to protect teachers' human rights and to prevent relationship dissolution and burnout in traumatic situations.

• Korean Journal of Human Ecology
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• v.19 no.1
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• pp.203-214
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• 2010

This study will examine the current condition of outdoor play in child care centers and the overall perception of teachers on outdoor play in regards to its related programs and children's reaction to them. Through examining such issues, this study will provide the basic data that can be applied in planning appropriate outdoor play activities, programs and environments. For the study, we surveyed teachers and directors of child care centers using a structured questionnaire. The objects of the survey were 22 child care centers in Daejeon and Seoul, who agreed to conduct the survey. The survey was conducted from August 1 to September 30 2006; 220 copies were distributed, and 188 copies were collected. The results of the study can be summarized as follows: 1) The number of outdoor plays per week were on average 1~2 in most cases, although teachers believed the play should be done everyday. Outdoor play time was mostly 21~30 minutes, while teachers thought 31~40 minutes as appropriate. Children's reaction scored the highest when they played outdoors for 30 minutes every day with their teachers involved in the play. As a result, we have concluded that the appropriate outdoor play should be conducted everyday for 30~40 minutes. 2) Outdoor play was mostly conducted as part of the overall educational plan rather than a separate plan. Since outdoor play affects children's development as much as indoor play, there is a need for development of a specific and separate plan for various outdoor play programs. 3) The outdoor play program that was most often conducted was equipment play and sand play. This indicated the monolithic nature of the outdoor program. Given the fact that children enjoy outdoor plays a lot (M=4.71), various programs including adventure play, sensitive play, and carpenter play should be developed. 4) In outdoor play, the teacher's role included supervising and interacting with children. According to the survey, teachers had a good understanding of the importance on safety and supervising issues in outdoor plays. However they seemed to overlook the importance of having better programs and improving teacher's participation to the play. Despite the importance of outdoor play to children's development, the result shows that teachers have tendencies to limit and obstruct outdoor plays by emphasizing supervising and safety issues instead. 5) Children's safety should not be the only consideration for outdoor plays; teachers ought to better understand that children's development can be maximized by the play. Furthermore, there should be emphasis placed on the program development and teacher's participation; teacher's participation should actively encourage the interactions between a child and a teacher, as well as among children.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.235-246
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• 2014

This study aims to explore how in-service science teachers adopt newly developed 'Science' focusing on the fusion of science based on 'the diffusion of innovation' model. For this study, we have explored five variables (i.e., perception of need, perception of support, innovativeness, perceived usefulness, self-efficacy of teaching, and intention to adopt) based on literature review and developed survey items to measure the level of five variables that in-service science teachers perceive. In addition, the path model of six variables explaining how in-service science teachers adopt an innovation was hypothesized by the literature review. A total of 349 in-service science teachers have participated in this survey study. First of all, results have illustrated that the levels of six variables have not significantly associated with in-service science teachers' teaching experiences, participation in professional development programs on 'Science' curriculum, and majors. In addition, the statistically acceptable model fit indices have illustrated that path model has been statistically valid to explain how in-service science teachers adopt newly developed 'Science' focusing on the fusion of science. The results have also illustrated that 'perception of support', 'perceived usefulness', and 'self-efficacy of teaching' exhibited strong mediating effects between other variables. For the successful establishment of newly developed curricula, textbook, or policies in science education in school, the level of teachers' intention to adopt innovations should be enhanced. This study will be useful for the development of new science teacher professional development programs to promote the level of teachers' intention to adopt innovations.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.279-292
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• 2012

Prospective high school students and science teachers' perceptions of 'advanced material', which was first introduced in the science textbooks of the 2009 revised curriculum, were surveyed. One thousand four hundred and ninety nine students and 123 teachers from Seoul, Incheon, and the Kyeonggi areas participated in this survey. The results are as follows. First, the attitude of students and teachers towards 'advanced material' was positive, but their interests in 'advanced material' was low. Also, some teachers mentioned that 'advanced material' was one of the difficult subjects to teach. Second, the perception of 'advanced material' was relatively low for both students and teachers. Both of them had heard of 'advanced material' through various routes, however not many of them thought that they knew what 'advanced material' was exactly. Also there were some teachers who didn't understand the detailed information of 'advanced material'. Third, both students and teachers agreed that 'advanced material' was worthwhile to learn and teach. However, each party had their own desire of 'what to learn', 'what to teach', 'how to learn' and 'how to teach'. Based on the results, some suggestions were made for effective teaching of this new subject.

• School Mathematics
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• v.10 no.3
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• pp.401-422
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• 2008

In the current school curriculum, an alternative assessment method which focuses more on the problem solving process rather than the final solution is being investigated. The goal is to evaluate students' understanding of the subject. A descriptive evaluation is being suggested as a way of examining the thought process of the students by a structured analysis of the problem solving process. But currently, there are not enough descriptive problems available for teachers to effectively carry out the alternative assessment method in the elementary school mathematics curriculum. In this research, we surveyed 197 elementary school teachers in Seoul to determine the status of descriptive evaluation in elementary school mathematics and to understand the teachers perception about the new assessment method. The goal of the survey was to find an effective implication of the new assessment method in elementary mathematics classes. The research showed that the elementary teachers use this assessment method about 4 to 7 times per month in their classes. They give descriptive problem test anytime they think it is appropriate during the Instruction of the topic. More than 90% of the teachers were using this assessment method to improve students' creativity and mathematical thinking. The teachers in the survey also commented that the teachers' administrative responsibility should be reduced and that the school environment in general should be improved for the new assessment method to be successful. Finally the study also showed that development of more descriptive problems in each grade level is needed to progress the new assessment method.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.99-110
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• 2023

In this study, in order to strengthen the AI utilization competency of pre-service secondary science teachers, a project activity in which pre-service teachers directly create an 'AI-based molecular structure customized learning support tool' by using Google's teachable machine was developed and applied. To this end, the program developed for 26 third-grade pre-service teachers enrolled in the Department of Chemistry Education at H University in Chungcheongbuk-do was applied for 14 sessions during extracurricular activities. Then, the perceptions of 'understanding how AI works', 'efficacy of using AI in science classes', and 'plans to utilize AI in science classes' were investigated. As a result of the study, it was found that the program developed in this study was effective in helping pre-service teachers understand the operating principle of AI technology for machine learning at a basic level and learning how to use it. In addition, the program developed in this study was found to be effective in increasing the efficacy of pre-service teachers for the use of AI in science classes. And it was also found that pre-service teachers recognized the aspect of using AI technology as a new teaching·learning strategy and tool that can help students understand science concepts. Accordingly, it was found that the program developed in this study had a positive impact on pre-service teachers' AI utilization competency reinforcement and perception improvement at the basic level. Implications of this were discussed.