• Journal of the Korean Home Economics Association
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• v.19 no.3
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• pp.83-101
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• 1981

Under the full consideration of the growing need and importance of population education in the field of home economics in Korea, the study was carried out to verify and assess the following facts on the current issues of population education of home economists who are presently engaging in teaching professions as the teachers of middle and high school and professors of college and universities by setting its primary objectives of the study as followings; 1) to assess the degree of general knowledge and attitudes of home economists toward population education in the field of home economics, 2) to verify the problems encountered in implementing population education by home economists in its field, 3) to find an existing status of previous trainings received and other activities of population education of home economists aimed at utilizing these findings as a part of reference materials when the population education is conducted in the field of home economics. In order to attain these objectives described above, the questionnaire was carefully designed to house a total of 40 questions with good combination of multiple-choice and the simple answer questions. The mail questionnaire survey was conducted by establishing teachers of home economics at middle/high schools and college/universities as Senior Home Economists(SHE) who are from public, private liberal arts and vocational schools. The rate of response observed during the survey was 45.6 percent and the findings of the survey research are as follows: 1) Examining the status of the respondents by residence and religion, it was found that 45 percent of middle & high school teachers ar.d 59. 1 percent of college professors are residing in Seoul city area and that the largest percent of them are christian in their religion. Analyzing respondents by their ages, 56 percent of middle/high school teachers are in their 30s, 45 percent of college professors are in their 40s, and 37 percent of college teachers are in their 30s. In addition, 13 percent of the total respondents are found to be unmarried. The study also revealed that 71 percent of the college professors finished Master Degree course and 82 percent of middle/high school teachers are graduated from college level lasting 4 years. Looking over the status cf major fields of respondents, 68.4 percent of middle/high school teachers are specialized in home economic education and the college professors, on the other hand, show relatively even prortion by specializing in the order of food & nutrition science, clothes & textile science and home managerial science. As far as the length of teaching experience is concerned, a relatively longer period of teaching experience is observed in the college professors in comparison with that of middle/high school teachers. In other words, 33.3 percent of middle/high school teachers are experienced in teaching from 6 to 10 years on average while 43.9 percent of college professors show more than 16 years of experience. 2) Examining the status of existing number of children cf the respondents, one boy and one daughter pattern is predominant, showing 28.5 percent in middle/high school teachers and 21.1 percent in college professors. As for the desired number of children of unmarried respondents, it is observed that 43.8 percent of middle/high school teachers desire to have one boy and one girl, and 31.3 percent of college professors want to have one child regardless of the sex. By assessing the degree of awareness of the population education through their students, it is observed that 53 percent of middle/high school teachers and 50 percent of college professors are aware of population education in some extent and that a majority of respondents took the positive attitudes toward an inclusion of family planning components into the formal school education. Another noteworthy to observe is that a total of 84.8 percent out of middle/high school teachers pointed that the population education currently conducted at schools as a part of home economics are less sufficient than it should be. 3) Analyzing the tendency as to whether the respondents were experienced in receiving population education during the time when they were students, 75 percent of college professors and 59 percent of middle/high school teachers responded negative answers in the survey. In the mean time, a total of 50 percent of the respondents replied that they began to acknowledge the importance of population education mainly through the participation of some sort of population-education orientend seminars, experienced by 40 percent of college professors and 80 percent of middle/high school teachers. 4) What it calls attention in this study was to find that 96.5 percent of middle/high school teachers and 72 percent of college professors conduct population education to some extent during their lecture hours and that more than 80 percent of them are never experienced in teaching population and family planning contents in their regular classes. It is, on the other hand, found that no more than once was the response of those who believe themselves that they are experienced in teaching these relevant components to their students. Analyzing the contents of the subjects being taught in the class, a large percent of them are found to be consisted of population and family planning contents. According to this study, the current population education through the formal school is quite inactive. Analyzing the facts, 44.9 percent of the college professors responded that the population and family planning components are quite apart from their specialization which eventually generates lack of interest in the field. 5) It is also noticed through the study that the degree of frequency of commenting on population and family planning contents during the classes was depending significantly on their specializations which means that the degree of frequency varies from a major to another. Those who majored in home managerial science was the first one, as compared to others who majored in different specializations. Glancing over the status of correlations between ages of the respondents and numbers of seminar paticipation, it is quite clear that the aged group participated more than the younger group did, and that the most highest number of participations made by college professors were those who are in 50s. In addition, it is also found that those who are aged 20s and 60s of the respondents were the group who comments least on the contents of population and family planning at their classes. The suggestions and recommendation made through this survey research are as follows. 1) No one denies that the rapid increase of population, as compared to the limited size of land and resources, will certainly affect adversly to an enhancement of individual life quality which will, eventually, bring forth the poverty of the nation. This is the reasson why we are insisting that the world population be controlled up to an optimum level with a matter of global concerns. It is our understading that the primary aim for reducing number of population is believed to be attained only by conducting the systematic and comprehensive population education through the formal schools. Therefore, the role of home economists in the field of population/family planning education is considered very importment due to the fact that an ultimate goal of population education is placed in elevating the quality of family life by having optimum number of children through family planning program. 2) It is quite clear that home economists as teachers of formal school in all level are invited to pay their attention on redefining the ultimate goal of education and that of population education. We also understant that the primary objective of population education is to change the norm and value of the clients by replenishing the students with pertinent knowledge and attitudes on population and its related problems through a sort of education in order to attain the ultimate goal for enhancing the quality of life. There is no exception in the theory of home economics. An altimate goal of home economics is to elevate the general quality of life through an establishment of value existed in daily life. Considering the relations between population education and home economics, it is quite indespensable to bandle population components as an integral part in the field of home economics. We believe, therefore, that the senior home economists positive participation in the effort population control is more needed than it has been. 3) It is also strongly urged that population education should be a part of instructor training course for home economics. In other words, the teacher of home economics should be well aware of population and its problems by teaching interrelationship between population education and home economics, needs, contents and methods of population education during the instructor training courese for home economics. In addition, the senior home economists should be encouraged through positive participation on the short term training by types of domestic and international seminar, workshop, etc. 4) We certainly believe that the population education can not sustain itself without any backing-up of information and findings' of various and comprehensive researches of natural and social sciences. Accordingly, every senior home economist is invited to exert their maximum effort to conduct systematic study with an aim to utilize these findings and information at best in population education in the field of home economics. Therefore, we consider that the development of training material is imminent in order to provide effective and efficient population education through the for training of home economies. It should be noted that these training materials must be carefully designed, tailored and developed to meet the different classes of trainees under the considerations as to whether it is easily adaptable and infusable into the curricula of every field of home economics, and it is acceptable in the degree of difficulty and quality in its contents. 5) It is true that there are many domestic and international research rapers, reports and findings in the field of population education and family planning. However, there is a tendency that the most of research papers are heavily relying on the authors intension and preferences in its expression and publication. Under these circumstances, it is urged that the home economists should aware of the growing need of the technical training in order to keep these available information and research findings reprocessed and redesigned to insure the practical application into the population education in the field of home economics in Korea.

• Journal of Science Education
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• v.38 no.3
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• pp.509-524
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• 2014

The purposes of this study were to develop a program utilizing learning strategies for underachieving middle school students in science and to identify the effectiveness of the program on the ability of using learning strategies and the improvement of science academic achievement. For this study, we developed the program of learning strategies consisting of eleven consecutive lesson plans focusing on the content of 2009 revised national science curriculum and applied the program to three underachieving students in science of 7th grade, who have weaker learning strategies that can be used for science study than other underachievers. After treatments, we analyzed the effectiveness of this program through science learning strategy tests, overall assessments, student-activity sheets, research logs, learning-transcription details, analysis of interviews with students, and observation of classes. According to this study, the enhancement of the ability of using learning strategies was limited because it was difficult for the students to change their fossilized strategies. On the other hand, their overall academic performance was considerably improved since the students became interested in studying science drawing on the learning strategies. Therefore, the program of learning strategies had a positive effect on improving the science underachievers' ability of using learning strategies and academic achievements.

• Journal of Korean Home Economics Education Association
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• v.25 no.3
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• pp.39-60
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• 2013

The purpose of this study was to develop teaching-learning plans featuring the practical problem based instruction for character education in middle school Home Economics classes. Six elements of character education including trustworthiness, respect, responsibility, fairness, caring, and citizenship were identified and 21 practical problems were drawn as a result of analyzing the contents of Home Economics curriculum. Teaching-learning plans and hand-outs for students included four steps such as problem perception, practical reasoning, action, and evaluation that comprise the practical problem based instruction to solve the practical problems. The validity of the program was evaluated by 5 professors and 10 home economics teachers with 5-Likert scale. The result of 4.28 and 4.32 on average indicated that teaching-learning plans are appropriate to character education in Home Economics classes. The follow-up study needs to be conducted to apply the teaching-learning plans to Home Economics classes.

• Journal of the Korean Chemical Society
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• v.48 no.1
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• pp.77-84
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• 2004

The purpose of this study was to analyze the controversial points in the concepts of materials in the science textbook of middle school and to provide alternatives of teaching method. For this study, units in connected textbooks were analyzed and the teaching method using ball-and-stick models was developed. The subjects were 130 second graders from a middle school in Seoul, Korea. It aimed to compare the effectiveness of using ball-and-stick models for lesson with the one of traditional lessons, in learning concepts concerning materials by cognitive levels and to investigate the difference of scientific concept formation about concepts concerning materials by their cognitive levels between experimental group and control group by using concept formation questionnaires. Before the instructions, a short-version GALT was administered. After instructions, the posttest of concepts and attitude test connected with science subject were administered, and 10 months later, the posttest of concepts was administered to analyze the long-term memory effects. According to the results, the experimental group using the ball-and-stick models had significantly higher scores at conceptual understanding and long-term memory effects than the control group and improved the attitude relevant to science subject, and also had affirmative effects in attitude for science and science work. When analyzing the results according to the cognitive level, the long-term memory effects was high in the concrete operational stage students. From the results of this study, middle school students that are more concrete operational stage and transitional stage than formal operational stage elevates interesting in studying by using ball-and-stick models and making material form concretely. It would be effective in helping the students develope the correct concepts by connecting real world as materials and the particle world as atom.

• Journal of the Korean earth science society
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• v.29 no.6
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• pp.474-486
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• 2008

There has been an amounting interest and subjects in gifted education in recent years as a number of studies dealt with the development of gifted education programs. However, earth science area remained as a low profile in developing educational programs and materials that meet the varying curiosities and needs of gifted students with a focus on their characteristic development. This study developed a small group-based active-cooperative learning program in middle school to investigate the effects of the program in terms of the creative problem solving ability in science and learning attitude of the gifted students. Then the study examined the conceptions of the students after the implementation of the small group-based active-cooperative learning program. Findings of the study showed that there was a significant increase in participated gifted students' creative problem solving skills and their learning attitude. In addition, the small group-based active-cooperative learning program apparently increased the participants' interests, satisfaction, and participation toward the instruction, and significantly influenced their affective domain. It implies that these findings were not caused by the lectures from the teachers, but by the variety of activities in which the gifted students discussed and debated with the classmates to derive a positive reciprocal action. In conclusion, a small group-based active-cooperative learning program promoted a reciprocal action among all the students who participated in a small group by sharing their opinions and respecting each other.

• Journal of the Korean Home Economics Association
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• v.11 no.4
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• pp.414-423
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• 1973

Before the modern education was introduced in Korea men had the opportunity to be educated. Women's education was limited to a small number of girls belonging to ruling class. It was the men who got a job to earn the money for the family. The customary law prohibited women from being employed. They were to stay at home engaged in household affairs. This phenomenon has undergone a change when modern education was adopted which gave women the equal opportunity in education. The modernization of the country required a lot of educated and skilled labour. Since 1945 when Korea was liberated from the Japanese colonial administration the modernization programme has been worked out in every field such as industry, education, culture and politics, etc. The traditional grand family was transformed to nuclear family. The migration took place from country to town. With the adoption of compulsory education in the primary school the schoolgirls are increased in great number. The number of girls has been increased every year in Middle Schools, High schools and Universities. Even if boys still outnumber girls in all education institutions, the rate of increase of girl students are higher than that of boy students. Accordingly women are given more opportunity than ever for the employment vis-a-vis men. The number of employed women has been increasing greatly in recent years inproportion to the acceleration of industrialization. The type of their job is also various and colorful ranging from factory worker to doctor and lawyer. There are some problems to be solved with respect to the improvement of women's education. The improved women's education should be reviewed light of the fact that inequality still exists between men and women in occupation and wages, and that women is required of good education contributable to the better Korean society.

• Journal of Korea Entertainment Industry Association
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• v.13 no.2
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• pp.177-186
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• 2019

The purpose of this study was to investigate the influences of the smartphone overuse on health and academic impairment in adolescents. This study used data from Korea youth risk behavior web-based survey of 2017. This survey was conducted on 64,991 adolescents(middle and high school students), and 62,276 (95.8%) responded. The researchers used frequency analysis, independent t test, chi-square test and Pearson correlation analysis using SPSS 22. As a result, the usage rate of adolescents's smartphone was 54,603 out of 62,276, which was 87.7%. The purpose of smartphone usage was messenger(1st rank, 27.3%), SNS(2nd rank, 18.7%) and game(3rd rank, 13.3%). The average daily use time of the smartphone was 206.68±194.73 minutes. Girl students showed significantly more use time of smartphones than boy students(p<.001). Students with more than 206 minutes of smartphone use had worse health and academic performance than students with less than 206 minutes(p<.001). Time of smart phone usage and academic ability showed a weak correlation(p<.001, r=.245). The present findings showed that the higher the smartphone usage, the lower the health level and academic ability, and the author discussed these results.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.123-139
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• 2009

This study was to investigate the body perception and dietary attitude of adolescents in relation to self-esteem. Total of 1,030 middle school students in Bucheon were participated. Data were collected from July 14 to 21, 2008. by questionnaire, and analyzed by the SPSS V. 12.0 program. The research findings were summarized as that there was considerable mismatch between perceived body shapes and actual obesity status of the subjects, 52% of the boys, 36% of the girls, and 43% of the total participants, which indicated that perception of own body shapes was distorted. The girls and obese group tended to be more unsatisfied with their body weights than boys and underweight group, respectively. The dietary attitude scores were higher in boys than girls in all obesity groups, with the obese girls the lowest score. There were differences in self-esteem scores among the obesity groups with the underweight group the highest and the obese group the lowest. Self-esteem scores of boys were higher than girls in all 4 obesity groups. The body perception and dietary attitude were correlated with self-esteem in both boys and girls. It is shown that the more negative perception on their body shape, and the worse dietary attitude they had, the lower self-esteem both the boys and girls had.

• Journal of the Korean Home Economics Association
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• v.26 no.3
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• pp.53-68
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• 1988

This article concerned with the nutritional status and the taste of the lunch box of 311 middle school girls in Kwangju City from May 18 to June 12 in 1987. The purpose of this research was making materials to show direction of the education about nutrition by checking relationships among the nutritional status for the lunch box, the taste of food and the environmental factors. The results observed in the study were as follows: 1. The intake of nutrition from the lunch box and the ratio between the recommended dietary allowance and the contained nutrients in the lunch box as follows. Calorie(603 Kcal, 78.6%), protein (21.7g, 93.1%) Animal protein (10.3g, 132.1%) calcium (151.7 g, 56.9%) Ferrum 93.1 mg, 51.7%), Vitamin a (129.3 RE, 55.4%) Vitamin B1 (0.29 mg, 72.5%), Vitamin B (0.26 mg, 55.3%) Niacin (4.7 mg, 94.0%), Vitamin C 913.2 mg, 79.0%). Except animal protein, all the recommended dietary allowance. 2. According to the intake of calorie, the ratio of taken carbohydrate, protein and fat was 77.7 : 15.5 : 6.8. The intake of protein was desirable but most of calorie depended on carbohydrate. Among the total intake of protein, the ratio of animal protein was 47.5%, which was a high rate. 3. Most of calorie (75%), was taken from staples, protein (41.5%), vitamin B1 (48.3%) were taken at the same rate from staples and side dishes. Most of fat, calcium, ferrum, vitamin A, vitamin B, and vitamin C, was taken from side dishes. 4. In taking among the five basic food groups, proportion of the grain fourth food group was the highest, light color vegetable the third food groups, proportion of the grain fourth food group was the highest, light color vegetable the third food group was second, and Calcium food the second food group was the lowest. 5. As the staples, students liked tchajangmyon, mandu and ttokkuk as written order. They disliked Kongbap and Patpap. As the side dishes for the lunch box, they liked kimchi, ham, sausage, cuttlefish, dried slices of filefish, eggs and green seaweed as written order. As a side dishes they liked Laver, Cucumber, Squid, lettuce, Potatoes. They disliked pork fat, cow's intestines, cow's liver, Crussian carp, pickled fish. The favorite snack was fruits, ice cream, hamburger, Chocolate and milk. 6. In taking condition of the principal food, rice rate (65.6%) was the most, and mixed food was 5 or 10%. 7. Favorite cooking was frying, roasting and kimch. But disagreeable cooking was pickling. 8. Favorite food was what was pungent but disagreeable food was what was salty. 9. the higher parents educational background was, the higher their income was. Also the more various the information about the nutrition was, the better the intake of nutrition was. 10. The preference tendency influenced in choosing the side dish of the Lunch box. The higher the preference tendency of the girl students became, the better their nutrition condition became.

• Journal of Korean Ophthalmic Optics Society
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• v.3 no.1
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• pp.103-113
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• 1998

Until now, the study of eye refractive error examination for high school students are a few report that in Korea. In particular, there is few report about the visual power for same group during several years. We compared the study of refractive error done this year with that reported three years ago at the same high school. From the these data, the distribution of ammetropia was investigated. The study of refractive error for high school students was also compared with those reported before for the Adults and the middle school student. When the visual power is refered to spherical equivalent, the 36% of the whole students examined above had emmetropia and the other part of them fumed out to be ammetropia which is classify to 60.6% belonged to myopia and 4.4% belonged to hyperpia. The ratio of myopia for this year students is increased in comparision with the students in 1995. The ratio of emmetropia for this year students is 7.4% higher, and the ratio of myopia for this year students is 4% higher, but the ratio of hyperopia is very lower than that for the adults in 1997. In the kind of refractive error, it is classified that a simple myopia is shown to highest ratio as a 28.6% of 1212 eyes examined, a compound myopic astigmatism to the next high ratio as a 22.4%, a simple myopic astigmatism as 14.4%, a simple hyperopic astigmatism as 3.1%, a mixed astigmatism as a 1.7%, a simple astigmatism as 1.2%, a compound hyperopic astigmatism as 1.2%, respectively. The percentage of an astigmatism is a 76.7% of total eyes examined if Cyl-0.25 Dptr is included to an astigmatism. On the other hand, The percentage of an astigmatism is a 45.6% of total eyes examined if Cyl-0.25 Dptr is excluded to an astigmatism. In the kind of astigmatism, the number of students had an astigmatism with the rule is about 4.5 times than that of astigmatism against the rule. From the result of comparision the right eye with the left eye, the right eye of the students had more a myopic refractive error than the left eye, which is same as adults' case, there is no difference in a refractive error between the boy students and the girl students.