• Journal of Radiation Protection and Research
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• v.39 no.4
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• pp.187-198
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• 2014

I developed a curriculum reflecting the perspectives of students, science teachers, and professionals in order to carry out standardized, fundamental nuclear power and radiation education in schools. Among elementary, middle, and high schools, 78.4%, 78.6%, and 93.1% respectively exhibited (with high frequency) a need for nuclear power and radiation education. The proposed elementary and middle/high school course titles are "Radiation and Life" and "Nuclear Power and Radiation" respectively. The courses are offered at every grade level and span one semester each year. The duration of each weekly class varies; at the elementary, middle, and high school levels classes meet for 40, 45, and 50 minutes respectively. Thin textbooks containing an abundance of cartoons and photos were requested. The starting points for education were fixed at the sixth grade, second year of middle school, and the first year of high school. It was stipulated that the education be separate from the regular curriculum, and encompass a creative and experimental field study based on the principal and science teachers' needs. Similar trends were observable according to grade levels regarding class hours, textbook format, form of education, and educational necessity. A simulation of the devised curriculum revealed an overall goodness of fit totaling $3.88{\pm}0.60$, $3.89{\pm}0.60$, and $3.66{\pm}0.63$ out of five for elementary, middle school, and high school students respectively, which are scores equivalent to 70 and above (out of 100). The significance of this study is that it is the first to propose a curriculum designed to cultivate value judgment based on understanding nuclear power and radiation. However, the realization of nuclear power and radiation education requires that follow-up measures be taken regarding textbook development, amendments to related laws, and the providing of teaching plans.

• Journal of the Korean Dietetic Association
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• v.27 no.2
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• pp.92-112
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• 2021

This study compared the job satisfaction and job importance of school dietitians according to various school types in Sejong. One hundred and twenty-six school dietitians working in kindergartens (n=36), elementary schools (n=42), middle schools (n=22), and high schools (n=26) participated in this questionnaire survey. The subjects were divided into four groups according to the school types. Half of the subjects were over 41 years of age, with 64.3% graduating from graduate school. The percentage of nutrition teachers was the highest in middle schools at 95.4%, followed by the elementary school at 90.5% and high school at 73.1%, whereas 100% of the kindergarten dietitians were not nutrition teachers (P<0.001). The percentage of the running status of nutrition education classes/activities was lowest in kindergartens (P<0.001). The job satisfaction score in the job itself area was significantly lower in kindergartens and high schools than in middle schools (P<0.01). The satisfaction scores of human relationships, working environment, personnel evaluation, and welfare did not differ significantly among the schools. As for the Job importance, the scores of nutrition counseling were significantly lower in middle school than in elementary and high schools (P<0.05). In cooking and distribution management, high schools were less important than other school levels (P<0.05). These findings highlight the need for the placement of nutrition teachers in kindergarten to promote nutrition education, the reduction of workload for school dietitians/nutrition teachers and additional placement of dietitians by the appropriate workload such as the number of people and meals to serve.

• Korean Journal of Health Education and Promotion
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• v.18 no.3
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• pp.77-88
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• 2001

This study was conducted to examine middle and high school students' knowledge level of first aid, health promotion, and safety. Data were collected from 1.165 students from March 6, 2000 to April 4, 2000. The results of this study are summarized as follows. 1. 80.1％ of the respondents felt the necessity of first aid. The sources of information about methods of first aid were school (43.9％), mass media (15.6％), and self-study (10.5％). 30.0％ of them never learned the methods of first aid. 2. In the case of obtaining information on first aid through mass media, 58.2％ of them got it from TV. 7.3％ of them obtained it from magazines, while 5.8％ of them got it from newspapers. According to their viewpoints of adequate time to teach the methods of first aid, 38.6％ of them thought that the methods had to be taught in the primary school and 25.2％ of them thought that they had to be taught in the kindergarten. 24.9％ of them replied that the methods had to be taught in the middle school, while 11.3％ of them replied that they had to be taught in the high school. 3. The points for knowledge of first aid were 98.29:t20.91 on the basis of 150 points (65.5 points on the basis of 100 points). The points showed significant differences in the variables of sex, education level, numbers of siblings, parents' education level, and guardian's occupation.

• Korean journal of food and cookery science
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• v.30 no.2
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• pp.170-182
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• 2014

The study surveyed the dietary behavior, food intake, and food preference for breakfast of elementary, middle, or high school students, a total of 354 boys and 305 girls. The students skipped breakfast due to no appetite, followed by no time. Elementary school students ate grains and potatoes more often than middle or high school students(p<0.05), and bap was the most frequently consumed cereals, with juk and tteok as the least. High school students ate meat, ham, sausage and boiled fish cake (eomuk) more often than the elementary or middle school students(p<0.05). Middle school students ate milk and dairy products as well as vegetables and fruits more often(p<0.05) than other foods. Preference for fish and fresh vegetables and salad was significantly high in middle school students. The score of dietary behavior was the highest in elementary school students, followed by middle and high school students(p<0.001). As the students advanced to the upper grade schools, breakfast skipping increased, with lowered dietary behavior scores. The results suggest that a variety of breakfast menus and recipes should be developed at home and schools by considering the preference of students in order to reduce breakfast skipping and to improve their satisfaction with breakfast.

• Korean Journal of Health Education and Promotion
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• v.18 no.1
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• pp.109-125
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• 2001

The purpose of this study was to provide the basic data for establishing school education environment protection measures, on the basis of comparing and analyzing the realities and students' recognition degree of the environment and hygiene around the middle and high schools located in the rural areas. These study data were investigated by the self-administered questionnaires, taking as subject the 805 students in the middle and high schools located rural areas. And the results were as follows: First, as the result of having investigated the distribution degree of harmful environment within the purification zone around schools, it was found out that students responded: within the purification zone around the middle school, there were cartoon rooms (46.2％), electronic game rooms (45.9％), and singing rooms (45.0％). within the purification zone around the high school, there were electronic game rooms (46.3％), singing rooms (42.3％), billiard halls (41.4％), PC rooms (40.1 ％), and Soju-room (35.2％). Secondly, as having analyzed student's recognition degree of the harmful environment around the school, it was found out that middle school students responded that sexual utensils-treating shops (3.74 points) were most harmful, and next corrupted bathhouses (3.52 points), and Soju-room (3.47 points), and high school students also responded relating to harmfulness in a similar sequence. Thirdly, in case of students' recognition degree of the harmful environment around the school according to general characteristics, 1) girl students had a higher ratio of recognition that the environment around the school was harmful than boy students (p〈0.001). 2) groups of students whose living standard was high had a higher ratio of recognition that the environment around the school was harmful than groups of students whose living standard was low (p〈0.05). 3) groups of students whose school was located near the park or the residential street had a higher degree of recognition that the environment around the school was harmful than groups of students whose school was located near the factory or the shopping area (p〈0.01). 4) groups of students whose school was located near the park or the residential street had a higher degree of recognition that the environment around the school was harmful than groups of students whose school was located near the amusement area or the shopping area (p〈0.05). Fourthly, 1) relating to the harmful shops where they experienced most highly the behavior of drinking and smoking, middle school students responded that they did so in the electronic game room (22.5％) and high school students did so in the singing room (31.4％), and high school students had a very high experience ratio of drinking and smoking, compared with middle school students (p〈0.001). 2) relating to the harmful shops where they could get in contact with lewd articles, both of middle school students (5.3％) and high school students (8.3％) responded that they could do so in the video room. 3) relating to the harmful shops where they experienced unsound opposite sex acquaintance, both of middle school students (5.8％) and high school students (16.6％) responded that they did so most highly in hotels, and high school students had a remarkably high experience ratio of unsound opposite sex acquaintance, compared with middle school students (p〈0.05). 4) relating to the harmful shops where they experienced violence, middle school students responded that they did so in the electronic game room (14.0％) and then in the singing room (3.7％), and high school students responded that they did so in the electronic game room (9.3％), the nightclub (4.6％), Soju-room (4.1 ％), and high school students had a remarkably high experience ratio of violence, compared with middle school students (p〈0.05). 5) relating to the harmful places where they experienced drugs both of middle school students (0.8％) and high school students (2.4％) responded that they did so in the hotels. Fifthly, when going to the harmful shops, students had the experience of being guided and regulated roughly 1 time - 2 times, and middle school students (16.4％) and high school students (16.7％) had almost similar experience ratios of being guided and regulated. Conclusively, there was a limit in controlling the environment and purification zone only by legal regulations and institutional controls, the self-control purification effort for the school and the surrounding environment was required greatly, in order to protect students from harmful environment. In addition, the constant study to establish the educational environment purification measures must be carried out.

• Journal of the Korean Institute of Educational Facilities
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• v.22 no.1
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• pp.47-57
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• 2015

This study aimed to identify secondary school students' perceptions of school spaces by researching their place preferences and the reasons for them. For the purpose, we analyzed students' written statements regarding places they like and dislike at school, which were collected from 836 middle and 1,100 high school students enrolled at 4 middle and 4 high schools, respectively. Data were transcribed, encoded, and analyzed so as to be clustered to themes revealing the students' senses of places at school. The results are as follows: (1) for middle school students, the most preferred places had to do with physical activities, including playground, auditorium, gymnasium etc., whereas high school students preferred indoor places such as classrooms; (2) the reasons for like-places were categorized into three themes: functions (physical, social, learning, and everyday activities), emotions (belonging, healing, and aesthetics), and physical characteristics; (3) both middle and high school students regarded restroom as the place that they disliked most; (4) the reasons for dislike-places included physical conditions, atmosphere, person-related, subject-related, and circumstances such as the happening of violence or punishment. These may provide educators, parents, school architects and administrators with practical considerations needed for making school a better place for students at secondary schools.

• East Asian mathematical journal
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• v.35 no.4
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• pp.365-386
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• 2019

This study was based on the analysis of changes in curriculum of elementary mathematics curriculum, and changes in curriculum of middle school and high school mathematics curriculum. The purpose of this study is to analyze the movement of learning contents among the school levels based on the middle school mathematics curriculum and to summarize the influence on the curriculum of middle school mathematics according to the movement of learning contents. The research conducted according to the purpose of this study is as follows. First, we analyzed the trends of mathematical contents between elementary and middle schools after the movement of ten mathematics curriculums. Second, we analyzed trends of learning factors after mobility and mobility between middle school and high school. Third, the characteristics of 'the contents of mutual movement based on middle school' and 'the contents deleted from middle school' were analyzed. The results of this study are expected to reflect on current and past curriculum and to give meaningful implications to the composition of new curriculum.

• Korean Journal of Health Education and Promotion
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• v.24 no.3
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• pp.87-98
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• 2007

Objectives: This study was aimed to observe health behaviors of middle school and high school students in an Island. Methods: A self-administered questionnaire survey was carried out for total 414 people(middle school 285-men 160 and women 125, high school 129-men 71 and women 58) who resident in Ulleung-do Gyeoungsang-Bukdo from 1th to 30th November, 2005. results: Test main characters of smokers were men(p<0.01), high school student(p<0.01), low school-score(p<0.01), unsatisfacted school lift(p<0.05), smoking of parents(p<0.01), long attending duration of school in Ulleung-do(p<0.01) and existence of mental effect by an island life(p<0.05), the answered. The more drinkers lived together parents(p<0.05), that their habits were effected by island life rather than non-drinkers.(p<0.05). Conclusion: Among the participants, health-related problems varied in the region. To account for these problems, educational programs or counselling services may be employed.

• Korean Journal of Health Education and Promotion
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• v.7 no.2
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• pp.59-70
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• 1990

This study was performed during the period between March 22 and July 23, 1989 in other to examine status of aniti - smoking eduation in middle and high school in Seoul. The results were as follows; 1. The respondents of this study were 403 nurse teachers of whom 43.7% had implemented anti - smoking education and 56.3% had not implemented anti - smoking education. Classified by school, those schools implementing anti - smoking education were in order of frequency; boys' high schools (32.4%), coeducational high schools (18.3%) and boys' middle schools (13/6%) and those schools not implementing anti-smoking education were in order of frequency: girls' high schools (23.8%), girls' middle schools (22.5%) and coeducation middle schools(7.6%). 2. The number of times that anti - smoking education was done was once a year (60.8%) or twice a year (38.2%). For teaching materials, 49.4% of the schools reported possessing teaching materials and 50.6% reported not possessing teaching matenials. The content of the anti - smoking education material was classified by grade for 27.8% of the schools and not classified by grade for 72.2%. 3. In schools where anti - smoking education directed at giving up smoking was being used, several problems were presented; lack of reference data and education of data(38.1%) lack of equipment(29.0%), smoking by teachers(13.6%). On the other hand, in schools where anti - smoking education was not being used, the ploblems identified were, in the following order, lack of reference data and education of data(38.1%), lack of equipment(29.0%) lack of time (15.0%) and lack of information (15.4%). There was statistically significant difference the two types of schools. 4. In discussing the proper time for education on giving up smoking, the teachers in school with indicated anti - smoking education the following, in order of frequency, the first year of middle school(30.5%), the second year(27.6%), the last year of middle school (18.4%), primary school (11.9%). For those who did not have anti - smoking education, the result were similar, the first year of middle school (31.9%), the second year (23.5%), primary school (17.6%), and the last year of middle school (15.5%). There results were not statisically significant but they supports the idea of eaely education directed at giving up smoking. 5. The actual frequency of students smoking was as follows. In schools with anti - smoking education 33.5% of the students smoked a lot and seriously 33.0% smoked a little and not seriously. In schools without anti - smoking education, the majority of the teachers (50.4%) indicated that the students were 'few and not serious' followed by 'I don't know well'(19.8%), 'many but not serious'(15.6%), 'many and serious'(15.2%). This implies that the teachers in schools which have anti - smoking education think smoking is more seriously than those who are in schools which do not have anti - smoking education though it is influenced by the members of the school. The opinions on penalities for smoking were as follows; in schools with anti - smoking education, 'punish'(52.8%) and 'give advice'(27.8%). In schools with no anti-smoking education 'punish'(41.9%), 'give advice'(24.5%) and 'I don't know what the rules for punishment should be'(18.5%), and 'do not punish'(16.4). 6. For knowledge about smoking by nurse - teachers, in schools having anti - smoking education the average score was 30.40. There was not statistically significant differences in these scores. But, there is an indication of a need for a deeper and a moer systematic knowledge of smoking as shown by the problem points; lack of reference data and educational data. The reason for this is that education to give up smoking is not considered a part of routine life. But the majority(95.2%) of the respondents indicated that a systematic program in the schools would meet that need.

• Journal of Fisheries and Marine Sciences Education
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• v.15 no.2
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• pp.145-153
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• 2003

The purpose of this study is to help improvements of education and effective management of school organization by grasping interrelationship between middle school teachers' job satisfaction and their teaching profession consciousness based on the different levels of professional socialization. To accomplish the purpose stated above, two questions were selected. First, how different are the middle school teachers' teaching profession consciousness according to the different levels of professional socialization? Second, how different are the middle school teachers' job satisfactions according to the levels of professional socialization. To answer these questions, a theoretical investigation into previous studies was made, and survey method was adopted for the inquiry. 500 questionnaires were given to teachers of 14 middle schools in Busan Metropolitan City, 470 questionnaires were collected. The results of the analysis may be summarized as follows: First, the teaching profession consciousness of middle school teachers show high level. Especially, there are much difference of teaching profession consciousness between the period of adaptation and maturity. Second, job satisfaction of middle school teachers show low level, and the job satisfaction points of compensations, school administrations, changes of educational environments are lower than the points of human relations, extension of profession, stress of duties. Especially, there are much difference between the period of adaptation and growth, adaptation and maturity, growth and maturity, growth and mellowness.