• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.45-55
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• 2015

The purpose of this study was to compare the science philosophical views and instruction strategies for open-inquiry between teachers of science-gifted and teachers of general students. The subjects were 45 teachers of science-gifted and 45 teachers of general students. The major results of this study were as follows: First, there was no differences on the science philosophical views between teachers of science-gifted and teachers of general students by chi-square tests (p<.05). Second, there were no differences on how task assignments, how to guide exploration data, and how to write reports between teachers of science-gifted and teachers of general students (p<.05). But there was meaningful differences on how to proceed with exploration activities between teachers of science-gifted and teachers of general students (p<.05). It is implied that this the results of this investigation will help the focus of future efforts to promote more adequate the science philosophical views and instruction strategies for open-inquiry in teachers of science-gifted.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.97-109
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• 2005

This study was motivated to understand ways in which actors (students) perceived internal and external conditions of actions in determining responsibility of so-called environment friendly actions. To understand hidden reasons by which students conduct specific environmental actions more or less frequently may be more important and meaningful for environment teachers than to measure and know the frequency that their students do such actions. This study has been implemented by applying questionnaire survey to 752 ruddle school and high school students and 211 environment teachers. To test the hypothesis of this study that there would be significant differences in awareness of environment friendly actions and barriers to implementing those actions between students and environment teachers, frequency analysis and f-test have been conducted. Primary results of this study can be summarized as follows; It has been found that there were a number of evidences showing significant differences in awareness of environment friendly behavior between students and teachers. In term of action frequency, significant differences have been observed in 11 of the listed 20 actions. Similar resulted have been found in terms of perceived difficult, perceived effectiveness, and perceived guilty. These results seem to support an argument that the current list-making and checklist style of connecting students to so-called environment friendly actions need to be reviewed in a critical manner.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.107-120
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• 1974

Healthy second generation is considered the wealth of the nation. Recant statistical data revealers that student population: primary through university, is 25% of population. Despite the fact that health education is one of the three most valued educational aims of Ministry of Education, students, teachers and parents seem reluctant to its value. In this contort, influences of school health nurses on this aspect of education can not bi disregarded This study is designed to investigate the status and working condition of school health nurses and analyse the correlation between role perception and role expectation of school health nursers. teachers and students. Prior to main study. pilot interviews with 10 of each group according to check-list are performed. Data for main study is collected through check-list from September 10 to October 10. 1973 from 100 of each group. All responses of questionnaire item are categories into 4 aspects; health education, environmental sanitation qualification of school health nurses and social aspect of school. Results of study are as follows; 1. Differences on role perception of school health nurses and role expectation of teachers is revealed-non-significant by .05〈P〈.10 level. while between students is shown significant difference by P〈.005 level, in health education role of school hearth nurses. 2. The environmental sanitation category of school health nurses role: non-significant difference is revealed between teachers and school health nurses by. 05〈P〈.10 level, and significant difference-is revealed by P〈.05 level. 3. Difference in value orientation of school health nurses' personal quality; students and teachers differ with school health nurses by P〈.025 1eve1. 4. Social aspect of school in the community aspect: non-significant differences are revealed by.05〈P〈.10 level between air three groups. Conclusions: 1. Role perception of school health nurses is most closely correlated with their role expectation. Some individual differences are noted between items, and aspects. 2. Role perception of school health nurses is more closely correlated than that of with role expectation of teachers than that of students. Some individual differences are noted between items, and aspects. 3. Consensus of role of school health nurses between each group is relatively Low: student is the lowest group. teacher the second, and school health nurses the highest.

• Journal of Korean Home Economics Education Association
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• v.3 no.1
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• pp.147-161
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• 1991

The purpose of this study was to investigate the following contents： 1. Relationship between clothing behavior(modesty, conformity, importance) and clothing regulations of school girls. 2. The differences between middle school girls and high school girls in clothing behavior and in attitude toward clothing regulations. 3. The differences between students herself norms and subiective norms(the students thoughts which would be parents opinions and teachers opinions) in attitude toward clothing regulations. Questionnaires were designed and administered to 300 middle school girls and 302 high school girls in Inchon. The obtained data were statistically analyzed by Pearson’s correlation coefficients, t-test, F-test, and Duncan test. The results of the study were summarized as follows： 1. As tho the differences in responses between school levels, the high school girls showed higher interest in conformity. But there is no differences in Modesty and Importance by school levels. 2. As tho the differences in responses between school levels, there were no differences in attitude toward clothing regulations. But according by types of clothing regulations, high school girls showed higher desire in shoes and sack. 3. In correlation coefficients between the variables on clothing behaviors and the attitudes toward clothing regulations of school girls, modesty is the most related toward clothing regulations of school girls and conformity, importance the next. The higher the school girls are in modesty, the more follow the clothing regulations. And the higher the school girls are in conformity and importance, the lower follow the clothing regulations. 4. The differences between students herself norms and subjective norms(the students thoughts which would be parents opinions and teachers opinions), students and parents showed lower scores than teachers. That is tho say, teachers put more restrictions on students clothing than parents do.

• Journal of the Korean Home Economics Association
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• v.24 no.3
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• pp.19-29
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• 1986

Teenagers were apt to be influenced by their teachers in every respect and were greatly affected by the clothing behaviours of teachers to whom they paid their respect. From this point, this study was aimed at explaining of the mutual relations between the teachers' clothing behaviors and the students' responses, in view of the fact that the teachers' clothing behaviors had a great influence on the students' characters and their will to study. Clothing behaviors were assessed with 15 items, selected from the instruments of preceding studies and modified by the factors dealing with modesty, fashion and clothing satisfaction. The questionaires were composed of two major categories; the first was about teachers' clothing behaviors and attitudes, and the second the interests in learning and school life. The subjects of this study included students in primary schools, middle schools and high schools located in the Incheon and Kimpo area, totaling 1,269 boys and girls. The data were analyzed statistically by t-test, F-test, χ\sup 2\-test, Duncan test, and regression analysis. RESULTS 1. The students' responses to the teachers' clothing behaviors were different according to grade years, sex and area. a) As to the differences in responses between grade years, the lower grade years showed higher interest in modesty and clothing satisfaction, while the higher grade years in fashion. However, they don't like the teachers to take the lead in fashion. b) As to the differences in responses between boys and girls, girls took much higher interest in modesty and fashion. In respect to clothing satisfaction, girls showed a little more interest, though there were no remarkable differences. c) As to the differences in responses between areas, the students in rural area showed higher interests in modesty. As to fashion and clothing satisfaction, the showed higher interests in modesty. As to fashion and clothing satisfaction, the students in urban areas had more interests in fashion, while the students in rural areas in clothing satisfaction, though there wee not remarkable difference. 2. In students' responses to the teachers' clothing behaviors dependent variables-modesty, fashion and satisfaction-can explain clothing behaviors to such an extent that modesty can be explained by 4.7% in the order of the grade years, sex and area, fashion by 13% in the grade years and sex, and satisfaction by 3% in the grade years respectively. 3. The students who were more interested in learning and school life were more satisfied with the teachers' clothing behaviors, made more of their modesty and cared less about their fashion.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.492-500
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• 2009

The purpose of the study was to investigate middle school students' and teachers' perception of psychological learning environments as well as the differences between them. This study sampled 503 middle school students and the 16 teachers who taught them. 'Psychological Learning Environment Instrument by Science Teacher' was implemented to collect data. Frequency analysis and descriptive statistics, as well as t-test, ANOVA were used for basic analysis of data. There were statistically meaningful differences in students' perception of psychological learning environments by gender, science achievement, science preference and self-efficacy in science. However, there are no differences in teachers' perceptions of psychological learning environments by gender, age, career year and major. The difference between teachers' and students' perception of psychological learning environments was not large, showing no statistical significance. However, teachers' perceptions of psychological learning environments was a little higher than that of students.

• School Mathematics
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• v.4 no.2
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• pp.237-246
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• 2002

The purpose of this paper is to investigatethe relationship between Korean elementary teachers' teaching practice and students' perceptions of classroom learning environment. It is important to examine whether teachers conceive of mathematics and their teaching practice are consistent with their actual teaching mathematics in classroom. To do so, two reform-oriented and two traditionally-oriented elementary teachers in Seoul and a total of 130 students from these four selected teachers' classes participated in the present study Using classroom environment survey scale [CES] the differences in students' perceptions on classroom learning environment were examined. The results show that students taught by reform-oriented teachers have significantly higher score in the area of participation, relevance, and commitment to learning than traditionally-oriented group of students. Thus, we may conclude that the reform-oriented group of students have more benefits in learning mathematics than do the traditionally-oriented group of students.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.19-44
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• 2003

On the basis of Sternberg's the theory of mental self-government, this study investigated the differences in students' thinking styles between gifted and average students and the differences in teachers' thinking styles by school quality (gifted school/ average school), sex, professional teaching experience (as measured by duration), and subject of teaching. The subjects were consisted of 191 gifted high school freshmen, 245 average high school freshmen, and 73 teachers. The results of this study were as follows: First, there were statistical differences in many of thinking styles between gifted and average student school. Gifted students scored higher on the legislative, executive, judicial, global, and hierarchic, internal thinking styles. Second, there were no differences in teachers' thinking styles by school quality (gifted school/ average school). Third, teachers with more professional teaching experience (as measured by duration) tended to score higher on the executive, local, and conservative thinking styles. Fourth, there were no differences in teachers' thinking styles by sex and by subject of teaching. To conclude, the thinking styles of students and teachers can play an important role in teaching and learning in schools. Therefore, we need the cognition of thinking styles of students and teachers for the ideal gifted identification and instructional procedures.

• Journal of Korean Home Economics Education Association
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• v.7 no.2
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• pp.1-18
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• 1995

The purpose of this study was to investigate the teachers’attitudes toward the middle and high school student uniform. The questionnaire included independent variables about teacher themselves and school surroundings, and questions about teachers’attitudes toward school uniform. The participants were 316 middle and high school teachers in Chonbuk province. Means, standard deviations, frequencies, and percentages were calculated. ANOVA test was used for differences and scheffe-test was followed. The results were: 1. Teachers were content with “Students in uniform are upright and look more studentlkie.”“It’s easy to supervise students outdoors.”, and “There’s few efficiencies in coping with the temperature alternating.”, “Students in uniform hardly can reveal their originality.”and “It’s inconvenient for the students to be dynamic in uniform.” 2. Teachers in high schools and in private schools showed more positive attitudes toward uniform. And the male teachers, teachers graduated from general college, married teachers, and teachers who have a career of more than 20 years showed more positive attitudes toward uniform. More variables concerned about teacher themselves showed more significant differences than those about school surroundings. 3. Most of teachers showed positive attitudes toward uniform. The rank order of the reasons for the teacher’s positive attitudes were “Students in uniform are upright and look more studentlike.”, “It’s easy to supervise students outdoors.”, and “There’s no noticible distinction between the rich and the poor students.”The rank order of the reason for the teachers’negative at titudes were “Student in uniform could hardly reveal their originality.”, “It’s inconvenient for the student to be dynamic in uniform.”, and ”As they have to get the street clothes besides, economic burden becomes double in reality.”4. More than half of the teachers who are working at schools with uniform showed positive attitudes toward uniform. The rank order of reasons for the teachers’positive attitudes were “Students in uniform are upright and look more studentlike.”,“It’s easy to supervise students outdoors.”and “Economic burden could be decreased.”“The rank order of the reasons for the negative attitudes were “It’s inconvenient for the student to be dynamic in uniform.”, “Students in uniform could hardly reveal their originality.”, and “Students cannot feel free in mind with uniform.”5. Teachers overall showed positive attitudes toward uniform whether they work ar schools with uniform or without it.