• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.836-849
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• 2010

The purpose of this study is to analyze changes of competency observed in teaching of pre-service science teachers through the teaching evaluation and reflective journal writings on science class during the period of student-teaching at high school. To do this, we videotaped all the science classes of six pre-service teachers participating in this study, evaluated their class teachings, and collected moving video clips recorded in their classes, reflective journals, interviews, instructional materials, and teaching evaluation they have provided. From the "Standards for teaching evaluation of science instruction" developed by Korea Education Curriculum and Assessment, sixteen evaluation elements were selected and used for the analysis. According to our results, all preservice teachers show improvement of teaching performance in most of the class evaluation elements as the number of science classes increases. They presented the lowest improvement in the 'to design meaningful learning program,' which was one of the sixteen elements. However, there are substantial individual differences in the pre-service teachers' teaching competence on each evaluation element. Although they thought that 'understanding of scientific concepts' is the most important part of a science class in the beginning of student-teaching training, they showed changes in recognition that 'interaction and respect' and 'managing student behaviors' are also important in the end. They have recognized that writing a reflective journal, based on the video clips recorded in class and teaching evaluation, helps improve their teaching competency. In addition, improvement in teaching competency has influence upon career-orientation towards the school teacher in the future.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.109-128
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• 1992

Elementary science textbooks are the major instructional materials which contain sceientific objectives to be acquired by students. The purpose of this study is to analyze the development system, to evaluate the inquiry activity in current elementary science testbooks, and to make suggestions for the improvement of them. The questionnaires were administered to 116 subjects that participated in development of the 5th elementary science textbooks, and 86 of the subjects responded. Based on the data gathered and analyzed in this study, the major findings are as follows. First, regarding the analysis and evaluation of elementary science textbooks. 1. The instructional objectives in elementary science textbooks are analyzed. The proportions of comprehension objectives is 38%, scientific inquiry process objectives 21%, experimental skills objectives 7%, scientific attitudes and interests objectives 4%. 2. The science concepts in elementary science textbooks of the 3rd grade required the preconcrete operational level(82%) and of the 6rd grade required the postconcrete operational level (73%) by J. Piaget 3. The inquiry activities in elementary science textbooks are emphasizing gathering and organizing results and evaluation, and hypothesizing and designing an experiment Inquiry index of the elementary science textbooks is 76. This is significantly higher than 35${\sim}$50 of America and U.K.. 4. The number of questions per class hour is mostly three, and most of them require the students to explain phenomena in nature or in experiment Second, regarding the development system of elementary science textbooks. 1. The budget for and the period of the development of elementary science textbook should be expanded. 2. For the improvement of elementary science textbooks, more abundant resources and time should be used for the basic study and the field trial of textbooks. 3. The elementary science textbook must include the affective objectives as well as the scientific knowledges and scientific inquiry skills. 4. It is not desirable to assign equal number of pages to the content of physics, chemistry, biology, and earth science. 5. Closer cooperation system is needed among the ministry of education, development research center and the field trial schools.

• The Korean Journal of Community Living Science
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• v.19 no.2
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• pp.223-234
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• 2008

This study aimed to develop the elderly care program for seniors in rural areas and to evaluate its efficacy through pre- and post-tests. For them, this study carried out a total of 8 sessions that includes 4 aims, such as understanding rural elderly, volunteer activities, psychological help, and aids to daily living, on 36 persons over the age of 60 years in rural areas. The data was analyzed by paired t-test to 36 elderly. The results of the study are as follows. First, looking at changes in knowledge about aging, objective evaluation of knowledge showed significant differences (t=-2.22, p<.05), but evaluation of elderly's perception-change didn't show significant differences between before and after. Second, volunteer attitude didn't show significant differences between before and after, but after the training, 75% of them answered 'yes' to question that asked whether they'd like to participate in elderly's volunteer caring activity for other elderly within the town in the future, which gave us certain expectation that the attitude towards volunteer activities might change positively in the future. Third, objective evaluation of knowledge for psychological help didn't show significant differences between before and after. But elderly's subjective perception showed significant differences (t=-2.82, p<.01). Fourth, evaluating changes in knowledge for elderly's aiding daily life, both the objective evaluation and subjective evaluation didn't show significant differences between before and after. Fifth, satisfaction of the program showed high scores over 4 points: contents, education methods, education place, education time. The most helpful topics for them were counseling (27.8%) and dementia (27.8%), followed by elderly and aging (16.7%), elderly's residential environment (13.9%), elderly's dietary life (9.3%) and volunteer activities (5.6%).

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.63-79
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• 1985

The purpose of our survey study was to investigate the status on perception and actual state toward science educational evaluation and objectives of middle school science teachers in Pusan. The perception and actual state were surveyed by the questionaire which was developed by Jong-Ok Woo et. al. We developed two kinds of questionaire. One is designed to use Likert type scale and is composed of two main category(SE; Science educational evaluation, SO; Science educational objectives) which contains 21 question items, and the other has 16 question items From 313 science teacger's responses of 75 middle schools in pusan, the tendency. of total(SE+SO) and each sub category, and the contrast with their background and actual state were analized by SPSS program of KAIST. Some results of our survey study can be summarized as follows; 1. Total tendency of science educational evaluation(SE) and objectives(SO) of middle school science teachers in pusan shows a positive and right tendency of conception in general(m-85.8/100). 2. Tendency of SE(m-87.8/100) are slightly higher than SO(m-81.7/100). At the level of 5% significance, there are correlated but shows low correlation (r=0.12(4). 3. In each correlation toward total tendency(SE+SO), SE is highly correlated(r-0.8486) but SO is moderately correlated(r=0.6297) at the level of 0.1% significance. 4. Tendencies of 5sub category (PE, PC, PD, PO, PB) shows considerably right tendencies (m=$73.4/100{\sim}92.7/100$), there are moderately correlated foward total tendency(SE+SO) at the level of 0.1% significance (r=$0.49{\sim}0.60$). 5. At the level of 5%significance, total means are no differences which their background(Sex, Final alma mate, Major, Difference of training), but there is differences to teaching career at the level of 5% significance.

• Journal of the Korean earth science society
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• v.41 no.4
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• pp.391-404
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• 2020

This study identified and examined earth science education department programs in Korea. Major courses provided by 11 universities and their course requirements were analyzed, and the main research results are as follows. First, many basic courses, other major requisite, and elective courses are provided in geology, astronomy, and atmospheric science. oceanography, geophysics, earth environmental science, and natural disaster and energy resources had fewer major requisite courses provided in addition to basic courses, and few elective courses were offered. Second, many courses in science education focused on earth science, while others focused on general science and there were few courses that covered education theory regarding the specific subject. Third, science course application requirements emphasized the understanding of science in general or of earth science specifically. From the above results, additional studies are proposed to reflect on the current state and supplement these programs.

• Journal of the Korea Safety Management & Science
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• v.25 no.2
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• pp.17-28
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• 2023

This study aimed to verify the validity of the evaluation items and weight determination of the indoor environmental safety area, which has the most frequent accidents, among the safety certification evaluations of educational facilities by the Ministry of Education of the Republic of Korea, which has been conducted since May 2021. As a preceding study, the evaluation items of the school safety evaluation checklist being implemented in the US state of Vermont were compared, and the causes of accidents judged by teachers in the accident experiences written by 200 Korean teachers were compared with the safety certification evaluation items belonged to the Ministry of Education. In addition, research literature using the AHP analysis technique on safety risks of elementary and secondary schools in China and safety evaluation index study cases of 539 elementary school children in Indonesia were analyzed. Through these preceding studies, measures to add and adjust evaluation items were derived and the validity and importance rankings of evaluation items were calculated through AHP questionnaires to teachers and safety experts. In addition, a survey was conducted on 104 ordinary people to verify the results of expert analysis. As a result of expert AHP analysis, 'safety education and disaster response training (.396)' was the highest priority for the relative importance of the first layer, followed by 'safety measures (.387)' and 'building materials'. Safety (.216)' was found to be the highest priority. In the overall importance ranking of the 13 second-tier screening items, safety accident prevention education had the highest priority and disaster preparedness training ranked second, proving that the Ministry of Education's review weight was underestimated. In addition, slip and collision accident countermeasures, which were not in the existing Ministry of Education review items, ranked 4th, laboratory practice room safety measures ranked 6th, and sanitation, cleanliness, hazardous substance management, and cafeteria/cooking room safety measures ranked 9th, indicating a significant level of importance. Referring to the importance ranking, which is the result of this study, it is suggested that it is necessary to review the weight of each review item again.

• Journal of Korean Home Economics Education Association
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• v.2 no.1
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• pp.45-90
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• 1990

This study aims finding a desirable practical skill evaluation practice evaluation method and then improving student’s learning effect by analyzing the present state and the methods of practical skill evaluation in middle-high schools home economics education. Investigated persons are 250 of high schools home economics thachers(125) and middle schools home economics teacher(125) in Seoul, who are choosen by means of random sampling. The items analysis of questionnaires was performed by means of SPSS(Statistical Package for Social Science). The investigator analyzed their responses to the questionnaires according to teachers’ages, school careers, majors, places of employment, school years in charge. The results are marked with percentage and the significance level is verified by means of Chi-square(X$\^$2/) analysis method, when necessary. This thesis handles practical skill evaluation of general practice units, of clothing and textile unit, and of nutrient and food unit. The results obtained from the items analysis are as follows; I. Results of the items analysis. A. Practical skill evaluation of general units. 1. The motivation and accomplishment feeling of students are most frequently considered as the aims of practical skill evaluation, but the results of practical skill evaluation are, by contraries, most infrequently considered as improvement materials. 2. A greatest number of teachers make together with their colleagues an annual plan for practical skill evaluation an inform students of the concrete information of the test, but perform respectively practical skill evaluation, using 5 steps method. 3. The percentage that teachers majoring in home economics education as compared with others lay the similar stresses on the preparation processes, attitudes, and results of students is very high.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.659-667
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• 2004

The purposes of this study were to examine the middle school science textbooks published according to the 7th curriculum by analyzing overall structure of the books and STS contents, and to diagnose the current status of STS education in science classroom through interviews with teachers and students of the middle schools. It was found that STS approaches were of increasing importance in the science textbooks, however, they were not popular in the science classes. STS topics in the middle school textbooks were related mostly to 'applications of science' and 'social problems and issues', and few of the topics were related to 'cooperative work on real problems', 'multiple dimensions of science' and 'practice with decision making strategies'. Major barriers of STS education implementation in middle school science classroom were identified as follows; difficulties of assessment, teachers' insufficient cognitions and experiences regarding STS education, perceptions of students and parents that prefer didactic lecture methods and working on exercises. Desirable directions for the improvement of present status of STS education in middle school science classes were proposed.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1236-1251
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• 2015

This study examined understanding and attitude of sustainable development(SD) of 38 college students in a nuclear power plant construction after education for sustainable development(ESD) through panel discussion. The results were as follows: First, after lesson 66% of students were expected that SD is possible if scientific technology is developed and a frugal life for the protection of environment is carried out. However, the remaining students regarded SD as an ideal concept, because they thought it is not possible to pursue environmental sustainability and socio-economic development simultaneously. Second, students' opinions in the evaluation of constructing a nuclear power plant in three aspects(environment, society and economy) before and after panel discussion were changed as follows; 1) After panel discussion, the objectors increased to 21% in economic evaluation, while the supporters increased to 11% in environmental evaluation. 2) Students majoring in engineering or natural sciences changed their opinions to agree in environmental evaluation because they considered a nuclear power plant safe and eco-energy. However students majoring in social science/business or liberal arts/arts changed their opinions to disagree in economic evaluation because they considered a nuclear power plant as high-cost energy when assessing danger-accidents cost, public consensus cost, operation and maintenance cost, and waste disposal cost. 3) This change of decision-making in students majoring in social science/business or liberal arts/arts after panel discussion was statistically significant(p<0.05). Implications of panel discussion as a teaching and learning method in ESD are also discussed.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.605-622
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• 2021

Seasonal forecasting has numerous socioeconomic benefits because it can be used for disaster mitigation. Therefore, it is necessary to diagnose and improve the seasonal forecast model. Moreover, the model performance is partly related to the ocean model. This study evaluated the hindcast performance in the upper ocean of the Global Seasonal Forecasting System version 5-Global Couple Configuration 2 (GloSea5-GC2) using a multivariable integrated evaluation method. The normalized potential temperature, salinity, zonal and meridional currents, and sea surface height anomalies were evaluated. Model performance was affected by the target month and was found to be better in the Pacific than in the Atlantic. An increase in lead time led to a decrease in overall model performance, along with decreases in interannual variability, pattern similarity, and root mean square vector deviation. Improving the performance for ocean currents is a more critical than enhancing the performance for other evaluated variables. The tropical Pacific showed the best accuracy in the surface layer, but a spring predictability barrier was present. At the depth of 301 m, the north Pacific and tropical Atlantic exhibited the best and worst accuracies, respectively. These findings provide fundamental evidence for the ocean forecasting performance of GloSea5.