• The Journal of Korean Society for School & Community Health Education
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• v.1 no.1
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• pp.83-93
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• 2000

The purpose of this study were to suggest the method of sex education by designing and implementing multimedia program about sex education, to search the efficiency between a teaching using multimedia program and a teaching of traditional method. To put above aims into practice, these were required : 1. are there any differences in the alteration of sex attitude according to teaching methods. 2. are there any differences in the completion of sex knowledge according to teaching methods. 3. are there any differences in the alteration of sex attitude according to learning level and teaching methods. 4. are there any differences in the completion of sex knowledge according to learning level and teaching methods. 5. are there any differences in the alteration of sex attitude according to sex and teaching methods. 6. are there any differences in the completion of sex knowledge according to sex and teaching methods. To carry out a reseach for this purpose, the subjects for this study were 160 sixth grade students from 2 elementary schools in Pu-Chun, Kyung Ki. The tools for study were two kind of questionnaires: sex knowledge test, sex attitude test. Each test consists of 20 items. Collected data was analysed with t-test by means of SPSS program. The main results of this study are as follow: 1. The Alteration of sex attitude according to teaching methods. There was a significant difference among teaching methods(P<.001). a teaching using multimedia program was more efficient than a teaching of traditional method in the alteration of sex attitude. 2. The Completion of sex knowledge according to teaching methods. There was a significant difference among teaching methods(P<.001). a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge. 3. The Alteration of sex attitude according to learning level and teaching methods. There was a significant difference among teaching methods in the superior class. a teaching using multimedia program was more efficient than a teaching of traditional method in the alteration of sex attitude(P<.001). However, there was not a significant difference among teaching methods in the inferior class(P>.05). 4. The Completion of sex knowledge according to learning level and teaching methods. There was a significant difference among teaching methods in the superior class. a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge(P<.001). Also, there was a significant difference among teaching methods in the inferior class. a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge(P<.001). 5. The Alteration of sex attitude according to sex and teaching methods. There was a significant difference among teaching methods in the man class. a teaching using multimedia program was more efficient than a teaching of traditional method in the alteration of sex attitude(P<.01). However, There was not a significant difference among teaching methods in the woman class(P>.05). 6. The Completion of sex knowledge according to sex and teaching methods. There was a significant difference among teaching methods in the man class. a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge(P<.001). Also, there was a significant difference among teaching methods in the woman class. a teaching using multimedia program was more efficient than a teaching of traditional method in the completion of sex knowledge(P<.05).

• Korean Journal of Community Nutrition
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• v.11 no.2
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• pp.161-171
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• 2006

This study was carried out to investigate the dietary attitudes and nutritional status of preschool children in different income levels in Busan. The survey was conducted from November 1 to November 30, 2004 by questionnaires mid data analyzed by the SPSS program. The results are summarized as follows: The Kaup index of the upper income class group was higher than that of the other income classes. In the middle income class group, nutrition knowledge scores were higher than in any other income class. Sixty-four point nine percent of the upper income class children, 25.7% of the middle income class children and 15.7% of the low income class children had nutrition education experiences. Intake of protein was higher than that of the Korean recommended dietary allowances (RDAs) for children. In the upper income class group, intake of calcium was higher than in any other income class. Intakes of calcium and iron were lower than those of the RDAs in all children. Dietary attitude had positive correlation with frequency of breakfast, time for outdoor activity, and height and weight, and had negative correlation with frequency of fast food and time for watching television. Frequency of snack had positive correlation with frequency of fast food and time for watching television, but frequency of breakfast had negative correlation with those. These results indicate that nutrition education programs linking parents to children should be carried out to improve their nutritional status.

• The Mathematical Education
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• v.50 no.2
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• pp.185-212
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• 2011

The purpose of this study is to analyze whether spreadsheet-used instruction can improve statistical thinking ability and attitude and also to identify what characteristics of statistical thinking is constructed. For this study, a subject of 2 classes were randomly selected among the 12 classes of the 11th grader in D high school and designated one class as the experimental group and the other class as the control group. Eight hours of the spread sheet-used instruction and the traditional textbook-oriented instruction had been carried out in each class. The research findings are as follows. First, the spread sheet-used instruction is shown to be more effective in enhancing statistical thinking than the traditional textbook-oriented instruction. Second, the spread sheet-used instruction is shown to be more effective in improving statistical attitude than the traditional textbook-oriented instruction. Third, students have shown the various characteristics of statistical thinking in the data descriptive process, data arrange-summary process, data representing process, and data analying process through the spread sheet-used instructions. Hence, the spread sheet-used instruction is recommended in teaching statistics.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.174-183
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• 2019

The purpose of this study was to investigate the effects of situation-based class using digital storytelling on elementary school students' science class motivation and scientific attitude for 50 fifth graders in B elementary school in P metropolitan city. In order to conduct this study, 25 students in 5th grade were selected as research group and 25 students in another class as comparative group, and the research group conducted situation-based classes using 8-hour digital storytelling. The comparative group received 8 classes of general science classes by curriculum. The results of this study are as follows. First, the situation-based class using digital-storytelling has a statistically significant effect on elementary school students' science learning motivation. Second, situation-based class using digital-storytelling has a statistically significant effect on the scientific attitudes of elementary school students. It is thought that the situation-based class through digital-storytelling has a positive effect on the exploration of science principles through students' daily experiences.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.111-125
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• 2002

The aim of this study is to make it sure how pupils' science inquiry skills and attitude are influenced when they are taught by using the work-sheets for the differentiated learning according to their ability. In order to accomplish this aim, two classes of the fourth grade in the elementary school were distinguished into two groups: one was the experimental class and the other, the comparative class. The experimental class was given 52 hours of science lessons using the above sheets, and the comparative class, the general method of teaching. In order to compare their scientific interest and learning ability of the two groups each other, pupils were tested the standardized achievement in advance. The two groups were also given "ex post facto test" to measure the variation of their inquiry skills and attitude after the lessons. In addition, the experimental class was tested to measure their learning attitude after they are teamed the science with the sheets. The results of this study are as follows: 1. According to the percentile statistics of the science inquiry skills test between the two groups, the work-sheets for the differentiated teaming helped pupils develope their inquiry skills remarkably. 2. The work-sheets did not lead to significant difference between the learning ability of boys and girls. 3. The science lesson using the work-sheets showed positive influences in increasing pupils' scientific attitude. 4. About 77.2 percent of pupils accepted the excellent records of the evaluation in the science lesson using the sheets. It can be, therefore, concluded that the science lesson using the work-sheets for differentiated teaming is one of effective science lessons to increasing pupils' science inquiry skills, compared with the general teaching method.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.700-709
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• 2014

The purpose of this study was to examine the effects of question-generating strategy on science academic achievement, scientific attitude in elementary science class. To examine the effects of question-generating strategy this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from $5^{th}$ graders at H elementary school located in Gyeonggi-do. Students were taught for 6 weeks. Control group take traditional lessons and solve questions presented textbook. Question generated group generate questions, solve them and feed back by themselves. The results of this study were found statistically significant difference in the pupil's enhancement of the science academic achievement, scientific attitude (p<.05). Thus question-generating strategy for elementary science inquiry instruction that has a positive effect on interests in class is useful and better be widely applied to science education.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.1-14
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• 2016

The purpose of this study is to develop SPA system using diagnostic and formative assessment in earth science classes in order to discuss its effect on learning achievement and self-directed learning attitude. For this purpose, we developed total management system, app for teachers, and app for students. This research was practiced to 76 students in 5th grade. The results are as follows. Firstly, the group taking a class used by app for diagnostic and formative assessment had an effect of improving learning achievement. However, as for learning achievement long term endurance test, the group taking a class using app for diagnostic and formative assessment had no effect. Secondly, the group taking a class using apps for diagnostic and formative assessment had an effect of improving learners' self-directed learning attitude. As for self-directed long-term endurance test, the group taking a class using app for diagnostic and formative assessment had an effect. In conclusion, I hope that this SPA system might apply to the science classes as it is a system that will satisfy the needs of both teachers and students, giving much needed feedback to students.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.133-143
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• 2014

The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students' cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.113-123
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• 2017

The purpose of this study is to investigate engineering students' attitude toward convergence and relevance with engineering education accreditation, gender, and academic year and attitude toward convergence. To be specific, fist, we examined whether the instrument for measuring attitudes toward convergence were reliable and valid for engineering students. Second, we compared levels of attitudes toward convergence in terms of engineering education accreditation, gender and academic year. Third, latent classes, which were distinguished in terms of attitudes toward convergence, were identified. Participants were 2076 engineering students. By using factor analysis and Rasch analysis, validity and reliability of instrument measuring attitudes toward convergence were confirmed. The differences in attitude toward convergence in terms of engineering education accreditation experience, gender, and academic year were examined by independent t-test and ANOVA. There were significant differences in attitude towards convergence in terms of engineering education accreditation, gender, and academic year. Students who experience engineering education accreditation program and male and high academic year have higher levels of attitude toward convergence than others. Lastly latent class analysis (LCA) was conducted to identify subgroups underlying engineering students in terms of attitude toward convergence and five latent classes were identified. In addition, the chi-square results showed that there were significant relationships between identified latent classes and engineering education accreditation, gender, and academic year. Based on these results, engineering education considering students' characteristics and diversity in attitude toward convergence were discussed.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.107-126
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• 2004

This study is aimed at investigating the aspects of peer correction and responses of English composition in the web-based class. The participants for this study are students enrolled in the 'preparatory college cyber study center'. Two assignments were given--composition with no feedback and composition followed by student feedback. The participants' feedbacks, responses, and attitudes in peer interaction were analysed. The processes of these two assignments were also compared. The results were as follows: First, students' competitive attitude changed into cooperative attitude when peer-revision was followed. Second, both formal and content feedback were shown in the cyber composition class just as in the classroom composition class, but under no specific guidance, the majority of students' feedbacks were formal feedbacks. Third, some characteristics of web-based writing were found. In the web-based writing class where around a hundred students are enrolled. students' feedbacks were inevitable. The results of this study supported the use of students feedback.