• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.77-89
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• 2007

The purpose of this study was to investigate the HE(home economics) teachers' altruistic attitudes and levels of moral education in the middle and high schools. Data was collected from the survey mailed to the middle and high school HE teachers in Ulsan city. The 114 questionnaires were used for final analysis. SPSS/WIN for 10.0 program was used for analysis of the frequency and percentage, mean and standard derivation, T test, and One-way ANOVA according to the research questions. The results of this study were as the follows: First, HE teachers' altruistic attitudes were higher than average. They considered that trying their best in the virtue of social responsibility was very important. And they were inclined to share in others' situations and emotions with the empathic attitudes. Second, the levels of moral education in HE class were higher than average. Teachers valued moral virtues highly, such as respect for life, diligence and sincerity, courage, and respect for parents and the elderly. Third, HE teachers' individual variables, such as institution type shows the statistically meaningful difference in the levels of moral education. Teachers' group with more educational career and aged teachers' group, and public school teachers' group provided moral education more than the others.

• International Journal of Quality Innovation
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• v.8 no.3
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• pp.123-155
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• 2007

This research treated the secondary school teachers as the research scale and the research targets included the following: secondary school (employ unit), center of teacher education, and qualified teachers. In terms of these three groups of people, the topics of exploration focused on the perception of suitable teachers, perception of evaluation standard during the process of teacher examination and the relationship among teacher examination systems. The research was managed by two phases: the first phase referred to literature reorganization, expert interview, the qualities and conditions of suitable teachers, important evaluation standard during the process of teacher examination and teacher examination system used; the second phase included questionnaire survey, employ school acquisition, the perception of centers of teacher education and qualified teachers toward the suitability condition and examination evaluation standard in the first phase and teacher examination system used. This research found out that as to the perception of suitable teachers, through data collection, there were six factors reorganized. The levels of their importance were as follows: education devotion, teaching capacity, class management, capacity to guide special students, capacity to communicate with the parents and the will to undertake administrative works. Noticeably, employee unit and centers of teacher education apparently valued class management more, compared with trained teachers; as to evaluation standard of examination, the analytical result found out that the perception of three groups were different in terms of the views toward educational works, written examination data, candidate's age, club experience at school and capacity to use multimedia support teaching materials. This research further proposed six suggestions for centers of teacher education and trained teachers: (l) employ schools considerably valued educational devotion; (2) trained teachers tended to neglect the importance of class management; (3) employee unit considerably cared about the new teachers' competence to use multimedia support teaching materials; however, trained teachers did not have the same view; (4) employee unit considerably cared about new teachers' views toward educational works as well as the candidates' ages; (5) generally speaking, trained teachers neglected the importance of club experience at school; (6) the data revealed that written examination data was not relatively important in terms of teacher examination.

• The Journal of the Korea Contents Association
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• v.12 no.8
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• pp.114-122
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• 2012

The world focus on enhancing national prestige based on the value of traditional culture and history to preserve cultural heritage that make an effort to popularize in public. Hence, the true issue of paradigm for traditional culture are given at recreation for the value of cultural heritage. To study level of awareness of the importance in cultural heritage, proceed on experimental research for two groups that each group as for professionals and laymen. There are five experiment with two groups that of level of immersion, educational effect, interest, intelligibility score in the documentary in achieve which are recorded image and recorded film. The result of experiments, it showed difference between professionals and laymen, high scored of immersion and intelligibility score in professionals group of recorded image, other highly scored of immersion and educational effect in laymen of recorded film. Consequently, it will need historical recording documents to supply divisively with as considering levels and cognitive situation for professionals and laymen to satisfy their intention. And also, the needs for public to develop various source and contents of heritage to have people's interests. For the expert, it demand on educational projects and contents to be initiated in skills and arts.

• Journal of Nutrition and Health
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• v.6 no.2
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• pp.35-43
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• 1973

This study is concerned with the nutritional status of the packed lunch boxes which are brought by the junior high school students in Capital City of Seoul. Four hundred and eights students of the 8 school districts in Seoul had been randomly selected as subjects. The contained nutrients in the packed lunch were analysed by the Food Composition Table. To observe the influence of home economical status and mother's educational level on the nutrient concents of packed lunches, the chosen subjects were classified into three large groupings, which are upper, middle and low classes respectively. In addition, comparison between the Recommended Daily Allowanced for Korean people-13 to 15 age group-and the contained nutrients in the lunch boxed had been conducted. T-test was applied to clarify the significance of the differences between each group both economical and educational level. 1. The averaged rations between the Recommended Daily Allowances and the contained nutrients in the lunches stand: Calorie 59.7% (566 Cal.) protein 53.1% (18g), animal protein 48.6% (5g), fat 39.8% (5g), calcium 371.% (0.1g), ferret 66.4% (2.9g) Vitamin A 642 1.U. (31.3%), Vitamin $B_1$ 70.2% (0.3mg), Vitamin $B_2$ 41.4% (0.2g), Niacin 77.0%(4mg), Vitamin C 51.9% (13mg). All of the nctrients fall far behind the Recommended Daily, Allowances for 13 to 15 age group. 2. Home economical status brings influence on the kinds of foods which could been. Protein, animal protein, fat, Vitamin $B_2$, Vitamin C showed significance of diffierences between the upper and middle classes. Between the middle and low classes, Protein, animal protein, fat, calcium and Vitamin C showed significance of difference. And finally, between the upper and low classes, protein, fat, calcium, ferret, Vitamin $B_2$ and Vitamin C showed a great significance. 3. Regardless to the living conditions of the subject students, all the nutrients of the lunches packed by the mothers in the entire educational levels did not reach the Recommended Daily Allowances. Protein, animal protein, fat, ferret, Vitamin A, and Niacin showed the significance of the differences between the upper and middle classes. On the other hand, calorie, animal protein, fat, Vitamin A and Vitamin C showed the significance between the middle and low classes. Between the upper and the low classes, protein, animal protein, fat, and ferret showed significance. 4. The mairdish-ice of the lunch boxes supplied calorie, protein, Vitamin $B_1$, Vitamin $B_2$ and Niacin which stand at 83.8%, 56.1%, 52.5%, and 54.8% respectivly when compared with the whole nutritional contents. 5. The side-dishes of the packed lunch lack in variety of cooking methods. One interesting fact is that entire subject students are very favorable to the food cooked with every kind of grains.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.113-122
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• 2018

The purpose of this study is to investigate the effects of the educational context variables on students' science achievement and interest in TIMSS 2015. TIMSS 2015 science data and questionnaire results were used to fit the Hierarchical Linear Model (HLM) in this study. According to the results, books at home, parents' level of education, and students' views on science lessons have significant influence on science achievement of above-high level 4th-grade students, and books at home on below-intermediate level 4th-grade students. Books at home, students' views on science lessons, and school composition by student economic background have significant influence on science achievement of above-high level 8th-grade students, and books at home and students' views on science lessons on science achievement of below-Intermediate level 8th-grade students. In all grade levels, books at home, and students' views on science lessons have significant influence on science achievement and interest. Discussed in the conclusion are ways to improve science teaching and learning including offering systematic reading programs for all students, reinforcement of student-participation in science classes, connecting science hands-on activities with science concepts for below-Intermediate level elementary students, and so on.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.588-596
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• 2019

The purpose of this study is to propose an ICT-oriented teacher curriculum in order to improve early childhood teacher's competency using ICT instructional media. To this end, a survey was conducted to investigate the importance and current level of early childhood teacher's competency. After identifying the necessity of ICT instructional media competency, the contents of an ICT-oriented teacher curriculum were designed. A survey of teacher competency among 207 teachers showed the highest educational need for ICT instructional media competency. In addition, ICT-based teacher curriculum was classified into ICT literacy education and ICT utilization education based on the analysis results of sub-indexes on ICT instructional media competency. Each part was hierarchized into three levels of awareness, application, and spread according to the teacher's competency level and the educational contents were suggested based on the goals set for each level. In this study, it consisted of ICT literacy education, including understanding educational policy related to ICT utilization, understanding the goals and assessment of the ICT curriculum and ICT utilization education, including the use of teaching and learning methods, application of digital technology, ICT learning environment building and management for developing teacher professionalism related to ICT instructional media.

• Korean Journal of Child Studies
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• v.37 no.2
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• pp.169-187
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• 2016

Objective: This study aimed to identify profiles based on early childhood and elementary school teachers' goal orientations and to examine differences in teacher efficacy, psychological wellbeing, and job satisfaction among these profile groups. Methods: Data were collected through a teacher questionnaire. The teacher goal-orientation scale consisted of six sub-dimensions: growth, leisure, wealth, relationship, promotion, and social contribution. Data were analyzed using latent profile analyses. Results: Latent profile analyses revealed three distinct profile groups: one group characterized by higher scores across all six dimensions (balanced-goal-orientation group); another characterized by lower scores on all six dimensions, with a relatively higher score on the relationship dimension (relationship-goal-oriented group); another one characterized by lower scores on all dimensions except the leisure goal (leisure-goal-oriented group). MANOVA showed that the balanced-goalorientation group was significantly higher in total years of teaching, educational attainment, and age, compared to the leisure-goal-oriented group. In regression analyses, when controlling for educational attainment, teacher types (kindergarten vs. elementary school) did not significantly predict each of the dummy-coded profile groups (0 = no, 1 = yes). When taking into account teachers' age and educational attainment, belonging to the balanced-goal-orientation group was consistently associated with higher levels of teacher efficacy, job satisfaction, and psychological well-being, whereas the opposite pattern was observed in leisure-goal-oriented group. Conclusion: These findings imply that it is crucial to help pre- and in-service kindergarten and elementary school teachers foster a balance between different types of goals, which would ultimately strengthen and stabilize the supply of a teaching force and the provision of a better education.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.562-572
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• 2020

This study analyzed subjectivity of underachievers on Peer Assisted Learning(PAS) in culinary skills related subject for providing better educational environment through consideration of educational efficiency of particular teaching method. Q Methodology was employed for analysing of responses of a small group of the students. The research found that three types of distinctive structures of responses of the students' subjectivity. The first one was Increase learning effectiveness type(Type1, N=8), the second one was Development of lesson materials for passive students(Type2, N=8), and the last one was Practical self-directed learning needs development(Type3, N=6). From the result, PAS was an effective teaching method for underachievers for encouraging participation of study program, helping to rise self-confidence in subject's tasks, and awareness of self directed learning and additional study on subjects matters. The study, however, found that students could consider themselves as an interruption to other students' study progress, and could feel other students' awareness as a burden. At last, forming a class by deeper consideration on the learning levels of each students and providing additional educational contents for encouraging self directed learning are necessary for the better efficiency for the future.

• Korean Journal of Child Studies
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• v.1
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• pp.15-27
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• 1980

PURPOSE This study was intended to analyze the play-form of normal preschool children as related to age, sex, educational experience and social maturity. METHOD 1. Subjects The subjects of this study were eighty seven 3-, 4- and 5-year-old preschool children attending educational institutions in Seoul. 2. Instruments The instruments used in this study consisted of twenty one-minute observations in 5 preschool settings and a questionnaire designed to measure the children's social maturity filled in by their parents. The observations provided information on the children's free play, that is 1) play-form: solitary, parallel and group play 2) use/non-use of toys 3) behavior: play, activity, doing nothing, onlooking 4) stationary/moving dimensions 5) play group size The questionnaire measured such factors as communication, socialization, locomotion, self-help and self-direction. 3. Data Analysis Data analysis consisted of percentage and Chi square. RESULTS 1. Play-Form The relationship between age and play-form proved to be significant at the .05 level. That is, in both boys and girls, solitary play decreased with age and group play increased with age while parallel play maintained a similar position. The relationship between sex and play-form proved to be significant at the .05 level in 3-& 4-year-old children, but not significant in 5-year-old children. That is, in their $3^{rd}$ year boys engage in the solitary play more than girls and in their $4^{th}$ year boys engage in more group play than girls. 2. Toys Without differentiation of sex and age, cases of using toys in play exceed those cases where toys were not used. 3. Behavior The relationship between age and behavior proved to be significant at the .05 level in both boys and girls. That is, with increase of age, play decreased and activity increased in boys while play increased and doing nothing decreased in girls. 4. Moving Status Totally, moving occurred more frequently in play than stationary status. Moving proved not to have a significant relationship with age, but it did Navel a significant relationship with sex at the .05 level. That is, moving tended to increase with the increase in age in both boys and girls, but not at a significant level. Boys moved significantly more than girls in all three age levels. 5. The Relationship between Educational Experience and Play-Form There was a tendency for children with longer preschool experience to engage in less solitary play and more group play than children who had less than one semester of preschool experience, but this difference was not statistically significant. 6. The Relationship between Social Maturity and Play-Form The high social maturity group engaged in less solitary play and more group play than the low social maturity group, but this was not a statistically significant difference. 7. Play Group Size Play group size was 2~10 children, but the majority of play groups consisted of 2~3 children. There was a tendency for play groups composed of 2 children to decrease with age and play groups composed of 3 children to increase with age. No significant difference was found between the sexes in play group size.

• Korean Journal of Health Education and Promotion
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• v.20 no.1
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• pp.147-158
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• 2003

The purpose of this study was to analyze the relationships between variables related to skin health and skin health behavior of female university students in seoul, and to plan effective educational programs for skin health. 322 university women attending women's universities and 363 university women attending co-educational universities were selected to conduct a questionnaire survey; the total number of examines was 685, and the examination period was from October 23rd to November 6th, 2002. The study results are as follows; 1. The score distributions of skin health behavior were as follows; 8.7% of examniees got 20-40 points, 51.6% got 41-60 points, 36.7% got 61-80 points, 0.4% got 81-100 points. The maximum score was 100 points; the lowest score was 22 points and the highest score was 97 points, the average score was 56.9 points. 2. The general characters were as follows; the older subjects were and the higher subjects income levels were : the higher their scores of skin health behavior were. Scores of skin health behavior of students who temporarily stay out of school were higher than those who were enrolled full time. Scores of skin health behavior of university women attending women's universities were higher than those of university women attending co-educational universities. The greater subjects were satisfied with their appearances, the better their health states were, the more subjects were concerned about health problems, the higher their health states were, the more subjects were concerned about health problems, the higher their scores of skin health behavior were. 3. Characters related to skin were as follows; the better subjects skin conditions were, the higher their scores of skin health behavior were. Scores of skin health behavior of university women whose skin types were 'sensitive' were higher than those of university women whose skin was "not sensitive". Scores of skin health behavior of university women who worry about their skin wrinkles or skin color were higher than those of university women who have different kinds of skin troubles. Scores of skin health behavior of university women who get skin-relate information through dermatology clinics or beauty salonspecialists in this area were higher than those of university women who get the information through other sources. Scores of skin health behavior of university women who have experienced adverse effects of beauty products were higher than those of university women who have not experienced adverse effects of beauty products. 4. The relationships between variables related with skin health and skin health behavior were as follow; Skin states, health status and health concerns all had statistically significant correlation with skin health behavior.