• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.27-46
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• 2022

The purpose of this study was to examine the perceptions of novelty space among pre-service elementary and secondary earth science teachers. We conducted a survey to explore the perceptions of 38 pre-service elementary school teachers at the National University of Education and 31 pre-service secondary earth science teachers at the Department of Earth Science Education at B University. Semi-structured interviews were conducted with 12 participants, including three pre-service elementary teachers and nine pre-service secondary science teachers. In addition to the elements of novelty space, prior knowledge (cognition), prior outdoor learning experience (psychology), familiarity (geography) with outdoor field learning, and social and technical elements were added. When classified based on elementary and secondary levels, there were statistically significant differences in cognitive, psychological, geographic, and social areas for the elements of novelty space. Statistical differences indicated that the experience or capital related to outdoor learning may have resulted from more pre-service secondary earth science teachers than pre-service elementary teachers. In additional interviews, both elementary and secondary pre-service teachers reported that competencies in the technical domain would be emphasized in the future owing to the necessity and the technical development of virtual-reality-based outdoor field learning programs. This study emphasizes the academic significance of novelty space that should be considered to conduct geological field learning for elementary and secondary earth science pre-service teachers while considering the current post-pandemic educational context.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.593-615
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• 2022

This study aimed to analyze the relationship between the observation ability and scientific creativity of elementary students through observation learning of outdoor plants and to identify the factors that influence the two constructs. The study recruited 21 fifth-graders in Seoul. After evaluating observation ability and scientific creativity through observation tasks, qualitative data were obtained through interviews with students about their observation of the plants. Additionally, the study collected various materials, such as the observation records and worksheets of the students to verify the validity of research. The main results of this study are as follows. First, the students were first classified into four groups according to levels of observation ability and scientific creativity. The result demonstrated that the higher the level of observation ability, the higher the level of scientific creativity. Second, observation ability and scientific creativity pointed to a positive correlation. Furthermore, originality, which is one of the components of scientific creativity, indicated a weak positive correlation with observation ability. Third, the factors that influenced observation ability were frequency of plant observation and interest and cooperation in observation learning, and those of scientific creativity were observation ability and the level of plant-related knowledge. Lastly, the study discussed educational methods for improving observation ability and scientific creativity.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.163-179
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• 2022

The purpose of this study was to compare the dietary behaviors and snack intake between Korean and Chinese university students. The total number of participants was 520, with 267 Korean college students in Seoul and 253 Chinese college students in Shandong Province. According to the results, the most frequent place of residence was their own house for Korean students and the dormitory for Chinese students. As for healthy life behavior, Chinese university students as compared to Korean students showed a higher tendency of exercising, and lower levels of drinking, smoking, and caffeine intake. The frequency of snack intake was about 1 to 3 times a week for both Korean and Chinese college students, and the frequency of night eating was higher among Korean students than among Chinese students. The overall dietary evaluation score was higher for Chinese students than for Korean students. This study compared the overall eating habits of Korean and Chinese college students and tried to provide useful basic data for the development of educational programs that can form desirable eating habits for the health of college students in both countries.

• The Mathematical Education
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• v.62 no.3
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• pp.327-340
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• 2023

The value that students consider important in math learning may vary depending on the student's socio-cultural background and personal experience. Although socio-cultural backgrounds are very diverse, I considered overseas vs domestic Koreans, and secondary school levels as variables in terms of students' educational experiences. Overseas students had a lower perception of the value in mathematics than domestic students, especially about understanding mathematics knowledge and the value of the latest teaching and learning methods. Middle school students perceived the value of mathematics as an activity higher than that of high school students, and high school students perceived student agency as a higher value than middle school students. In addition, I considered meta-affect as one of the individual students' experiences, finally meta-affect was a variable that could explain value perception in math learning, and in particular, affective awareness of achievement, affective evaluation of value, and affective using were significant. From the results, I suggested that research on ways to improve the value and the meta-affect in math learning, test to measure the value of students in math learning, the expansion of research subjects to investigate the value in math learning, and a teacher who teaches overseas Koreans are needed.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.455-466
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• 2023

This study explored the relationship between science academic passion, positive experience about science and scientific creativity in elementary science-gifted students. To do this, 108 science-gifted students from grades 3 to 6 were selected. After conducting the tests on their science academic passion, positive experience about science and scientific creativity, descriptive statistics, correlation analysis, and multiple regression analysis were conducted. The results revealed that the students exhibited relatively high levels of science academic passion and positive experience about science, but their scientific creativity was not relatively high. While there was no statistically significant correlation between the overall science academic passion and scientific creativity, there was a significant negative correlation with scientific creativity in the aspect of 'obsessive passion' of the five subcategories ('importance', 'like', 'time/energy investment', 'harmonious passion', and 'obsessive passion'). Furthermore, the five subcategories, particularly 'like', 'harmonious passion', and 'obsessive passion' were statistically significant predictors of scientific creativity. However, the five subcategories of positive experience about science ('science academic emotion', 'science-related self-concept', 'science learning motivation', 'science-related career aspiration', and 'science-related attitude') did not exhibit statistically significant correlations with scientific creativity and did not had a significant influence on it. Additionally, neither the overall science academic passion nor the overall positive experience about science had a statistically significant effect on scientific creativity. Educational implications of these results were discussed.

• Korean Journal of Comparative Education
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• v.19 no.1
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• pp.211-240
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• 2009

Radical changes in modern society have influenced on the nature of the works and the importance of the career education is emphasized more than any time. Various scholars have continuously emphasized the importance of the career education in regular schools. Most career educations in regular schools, however, consist of one-time event-oriented programs because of the systematic limitations immanent in Korean school system. To overcome the limitations of the school system, scholars have contended that career educations in regular schools should be integrated into the existing subjects and the curricula. Therefore, it is necessary to analyze exemplary cases of the career education through the subjects integration in developed countries. The target of the analysis in this study was the career education related content in Australia because Australian federal and local governments have made great efforts in integrating the career education into the regular school curricula. With interviews and literature analysis, the current status of the career education through the subjects integration in federal and local governmental levels and the career education related contents in the regular school curricula of local governmental level were analyzed. Major findings of the study were as follows: 1) Career education components were mainly contained in the PDHPE(personal development, health and physical education) subject in New South Wales; 2) Understandings of a wide range of work were emphasized in the cross-curricular perspective in South Australia; 3) Career education components were mainly contained in the SOSE(studies of society and environment) subject in Victoria; and 4) Career education related contents were integrated mainly in the 'inner learner' unit in Essential Learning subject in Northern Territory. The conclusions were derived from the outcomes of the study and the recommendations were proposed for the applications of the study results and the future researches.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.191-207
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• 2023

In this study, we comprehensively investigated the cases of science teachers who implemented NOS assessments in Science Inquiry Experiment. Two science teachers working at high schools located in Seoul who taught and assessed NOS in Science Inquiry Experiment according to the 2015 revised curriculum participated in the study. We collected lesson and assessment materials and observed NOS lessons and assessments. We also conducted interviews. Based on the collected data, we analyzed the processes of the teachers' NOS assessments. The analyses of the results revealed that the teachers constructed the assessments by themselves due to a lack of NOS assessment experience and related materials. They had difficulties in selecting an appropriate assessment method and constructing assessment questions and criteria. Both teachers found it difficult to assess an understanding of NOS because it concerns the subjective views of individual students. Therefore, they had difficulties in setting detailed assessment criteria, which also led to difficulties in the overall assessment process. There was a difference in the reflective level of the assessments between the two teachers. In the reflective activities of low levels, the assessments were not properly enacted because it was difficult to infer students' understanding. Orientation toward teaching NOS influenced the perceptions of NOS assessment and overall lessons, resulting in a difference in NOS assessments. Finally, the absolute evaluation of Science Inquiry Experiment also affected teachers' NOS assessments. Based on the above results, implications for effective NOS assessments in schools are discussed.

• 재활복지
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• v.15 no.4
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• pp.351-375
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• 2011

The purpose of this study is to research the actual condition of on-line and off-line computer education in order to create more opportunities for the possibility of effective learning and u-Learning - based IT vocational education development of persons with hearing impairments. To carry out this study, we had a preliminary education of this study for a sign language interpreters who had working in a association of the deaf in Daegu, and had conducted a survey study participating for 100 persons with hearing impairments living in Daegu-Kyungbook Region. The results of this study were as follows: First, during on-line and offline education environment for persons with hearing impairments, factors such as teaching methods and contents, screen organization, learning effects, offering lecture material and subtitle, subtitle and sign language video of position and size, offering computer instructor who have a sign language interpreter with IT mentoring, on-line educational user environment setting must be considered factors for u-Learning - based IT vocational education development. Second, 74% of the subjects showed their interest in taking a course, after u-Learning contents are developed for persons with hearing impairments. Third, the subjects preferred IT device was a tablet PCs and IT certification related courses as their IT vocational education curriculum. Also, to link between professional training and job opportunity, subjects will need a IT vocational education courses such as computer intermediate and advanced levels.

• 한국노년학
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• v.30 no.4
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• pp.1129-1143
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• 2010

The purposes of this study were to investigate the major determinants influencing on health promoting behaviors(HPB) of the elderly living in Seoul. The conceptual framework of the study was Pender's health promoting model and the ecological perspectives. The study was conducted with 495 elderly persons whom 60 years old. For the analysis of data, descriptive statistics and hierarchical regression were used for the statistical analysis with SPSS program. The results were as following: 1) The mean score of the HPB was 3.11(SD=0.41). 2) Hierarchical regression analysis found that ModelIV accounted for 55.7% of the variance in HPB. 3) The Major determinants on HPB among the elderly persons were prior related perceived benefits of action, social support, perceived self-efficacy, community environment, perceived health status, education, and age. In conclusions, first, we should develop to various levels of educational and supportive programs for the HPB among the elderly persons. Second, we should examine more with environment, the accessibility to senior welfare agencies. Third, we should be organized the self-help groups for the elderly persons to improve health promoting behaviors. Fourth, the government should established more secure environment for the HPB, and find better solutions that are provided by various social welfare agencies connected with the coordination of the services in the local communities. Finally, we should develop professional education training programs of the HPB for the practitioners in the field of Gerontological Social Work.

• The Journal of Korean Academy of Sensory Integration
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• v.21 no.2
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• pp.35-44
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• 2023

Objective : This study sought to explore occupational therapy students' awareness of Developmental Rehabilitation Services (DRSs) and the certification of Sensory Developmental Rehabilitation Service Providers (SDRSPs). Moreover, it also aimed to examine the differences in students' awareness based on general characteristics. The findings were intended to provide a foundation for research on sensory developmental rehabilitation. Methods : An online survey was conducted among 199 occupational therapy students nationwide from October 4 to November 5, 2022. Frequency analysis was used to assess the general characteristics and additional items. Both descriptive statistics and frequency analysis were employed to assess the students' awareness of DRSs and SDRSP certification. Any differences in the students' awareness based on their general characteristics were examined using t-tests and an analysis of variance. Results : The students' awareness of DRSs was moderate (4.50 ± 2.40), while their awareness of SDRSP certification was also moderate (4.22 ± 2.55). The awareness of DRSs varied significantly based on the students' academic year and child-related practice experience. Similarly, the awareness of SDRSP certification differed significantly based on the students' academic program, academic year, recognition by the related department, and child-related practice experience. Conclusion : The occupational therapy students expressed a strong intention to provide DRSs and become certified as SDRSPs. However, their awareness levels were moderate. These findings emphasize the importance of educational efforts and the provision of relevant information about DRSs and SDRSP certification in universities to foster the development of competent SDRSPs.