• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.517-530
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• 2003

The purpose of this study is to find out a model to explain the process of students' science-related career choice by identifying the causal relationships between science career choice and related factors. Important factors of science-related career choice were identified through factor analysis. 'Perception about career related to science', 'preference for science learning' and 'participation in science related activity' were three main factors of science-related career choice. A questionnaire was developed to know the factors of students' science-related career choice, and so as to make it possible to be analysed by structural equation modeling. The subject were 947 grade 6, 9, and 11 students in Seoul. Numbers of boys and girls in each grade was almost same. According to the structural equation modeling, 4 corrected models were obtained. In all 4 corrected models, 'perception about career related to science' had direct influence, and 'preference for science learning' and 'participation in science related activity' had indirect influence on science-related career choice. In the most fitting model. 'perception about career related to science' had an effect on science-related career choice with standardized total effect coefficient 1.03(direct effect 0.82, indirect effect 0.21). 'Preference for science learning', which influence 'participation in science related activity', had an effect on science-related career choice with standardized indirect effect coefficient 0.65. 'Participation in science related activity', which influence 'perception about career related to science'. had an effect on science-related career choice with standardized indirect effect coefficient 0.79. The implication to school science education is that it is most effective to raise the 'perception about career related to science' in order to make more students choose science related career. It is also effective to have more students participate in science related activity and enhance the preference for science learning. To explain the process of science related career choice more fully, it is necessary to build a more comprehensive model containing more factors influencing science-related career choice. It is necessary to test and complement the structural equation model by enlarging the subject to science high school students and science related college students.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.380-400
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• 2014

This study investigated the influence of the application of the career education programs related to the science of the elementary school on the career choice. For this study, a total of 32 lessons (4 units) utilizing the career education programs related the science curriculum were developed. The study subjects were 128 students from Y elementary school located in Incheon. A test with regard to the science related career choice and the science related career choice factors was performed before and after the lessons. For more detailed analysis, the experimental group was divided into two groups of female and male students; students who hope and do not hope career in science-related fields. As a result of the performance of career education programs, it showed a significant improvement in the 'science related career choice'. And, it also showed all significant improvements in 'science related major/department, education lecture selection'. It was possible to know that the students who do not wish science related jobs in the future also changed their mind on to the science. In addition, all the subcategories of the 'preference for science learning' area such as 'preference for science subject', 'preference for experiment', 'recognition of science subject availability', 'recognition of the impact of teacher' showed a significant improvement. The 'perception about career related to science' showed a significant improvement on the whole. There was no significant improvement on the whole in 'participation in science related activities'.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.675-690
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• 2006

This study investigated students' views in relation to a career in science as a first step towards developing science career education programs and materials. The instrument was developed through preliminary surveys. The questionnaire was sent to, administered and returned by 3608 students including 1036 primary, 1137 middle, and 1435 high school students, who were selected through stratified cluster sampling from all over the country. The results were analyzed using statistical package program. The students' image view of science, preference for science and science learning, perception of science achievement, career hope for oneself, degree of hope in getting science-related job, perception about science-related career, important factors of science career choice, and their hope for science/non-science career and the reason for their choice in the past and present were investigated. The results show that "science as an experimentation activity" was the most frequent image view of science. The preference for science and science learning was more positive than the perception of science achievement. The percentage of total students who want to have science career was 21%, and this percentage of middle school students was especially low. The most frequent answers for advantages of science career were 'useful for national development', 'possible to get new knowledge', and those for disadvantages were 'dangerous', and 'too much to study'. The most frequent reason for students' choice of a science career was 'interest in science and science learning'. Judging from these results, the basic direction for science career education should be in raising the students' preference for and interest in science learning. The positive awareness for a career in science and vision for a science job in the future should be given through a science career education and science career education proper to the students' developmental stage and characteristics is more important.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.906-921
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• 2002

The purpose of this study was to survey the students' career choice related to science. Important factors of career choice were identified through factor analysis. 'Perception of career related to science', 'preference for science learning' and 'participation in science-related activity' were three main factors of science-related career choice. Students' responses to the three main factors were compared according to their career choice, grade and gender using ANOVA. Regression analysis was adopted to find out the relative importance among the three main factors. The subjects were 947 grade 6, 9 and 11 students in Seoul. Numbers of boys and girls in each grade was almost same. The questionnaire was developed to know the factors of students' science-related career choice after preliminary research and literature survey. The ratio of science-related career choice was not high (26%). Students' responses to and the relative importance of the three main factors differed with the grade and gender. From the results, making students have preference for science and giving them more opportunities of science-related activity is more important than making them have positive perception of science-related career. It is required to make a material for science career education considering the differences of age and gender using this study results.

• Journal of Science Education
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• v.41 no.1
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• pp.111-134
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• 2017

The purpose of this study was to develop 'Silver Care Expert' STEAM Program for the elementary students and investigate the effects of the program on creative thinking activity, scientific attitude and leadership. Participants were 110 elementary school students. Before and after the program, the participants were asked to take the test about future time perspective, career awareness and scientific attitude. The major results of this study were as follows. First, the total score of experimental group's future time perspective and all 2 sub-domains was significantly improved than those of comparative group(p<.05). Second, total score of experimental groups' career awareness and all 4 sub-domains were significantly increased than those of comparative group after the STEAM program(p<.05). Third, the total score of experimental groups' scientific attitude and all 7 sub-domains were significantly improved than those of comparative group(p<.05). Fourth, according to students' post-program opinions, experimental group students showed very positive perception like that science class was very interesting and they became interested in science and technology. In conclusion, 'Silver Care Expert' STEAM Program was very effective to improve elementary students' future time perspective, career awareness, scientific attitudes.

• Korean Journal of Community Nutrition
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• v.19 no.6
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• pp.558-567
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• 2014

Objectives: The purpose of this study was to investigate recognition, dietary attitude and education needs for reducing sodium intakes of dietitian at customized home visiting health service (CHVHS). Methods: The subjects were 75 dietitian at CHVHS. We investigated several variables (recognition, dietary attitude, education needs for reducing sodium intakes) and determined sodium intakes level of subjects as 'low', 'middle' and 'high' by Dish Frequency Questionnaire 25 (DFQ 25). Also, we assessed the differences in recognition, dietary attitude, sodium intake level and education needs by dietitian career period (under 3 yrs vs. over 3 yrs) at CHVHS. Results: In recognition related reducing sodium intake, they showed 'checking a sodium content in nutrition labeling' score 2.5/4.0 and 'perception difference between sodium and salt' score 3.1/4.0. There was no difference in the recognition between under 3yrs' group and over 3yrs' group. In dietary attitude related reducing sodium intake, they showed 'palatability for salty taste' score 0.8/1.0, 'attitude in related soups' 0.7/1.0, 'attitude in related using natural spice' 0.6/1.0. There was a difference in 'attitude in related soups' between under 3yrs' group and over 3yrs' group (0.6 vs. 0.7). In sodium intake level by DFQ 25, they showed 'low group' 41.3%, 'middle group' 41.3% and 'high group' 17.3%. There was no difference in the distribution of sodium intake level by the career. In education needs related reducing sodium intakes, there were 'teaching experience' 93.3%, 'have a difficulty in teaching about reducing sodium intakes' 86.6%, and 'necessity of education for CHVHS dietitians' 100.0%. 'Needed education contents for CHVHS dietitians' were ranked as 'cooking way to reduce sodium intake' 58.7%, 'relation between hypertension and sodium' 17.3%, 'composing way to reduce sodium intake' 17.3%. There was a difference in needed education contents 'relationship between hypertension and sodium' (33.3% vs. 2.6%) and 'The cooking way to reduce sodium intake' (38.9% vs. 76.9%) by the career. Conclusions: The results suggested that a capacity training program for reducing sodium intake may be needed for dietitians at CHVHS to improve health of the community elderly. For effective training program related reducing sodium intake for dietitians at CHVHS, it may be necessary to consider the career period as dietitians at CHVHS.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.571-581
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• 2014

This study aims to investigate how high school teachers and students perceive the purpose of science learning. Participants were high school science teachers and students from one hundred and sixty high schools nationwide, which were selected through proportional stratified sampling method. Teachers and students responded on open-ended questionnaires about the purpose of science learning. The data were analyzed using the semantic network analysis method. Our study illustrates three major finding: First, teachers recognized the intrinsic value related to cognitive domain as the more important purpose of science learning, while students recognized the extrinsic value related to personal usefulness domain as more important. Second, teachers' responses were significantly different depending on the teaching career. Beginning teachers believed both intrinsic and extrinsic values were equally important, while experienced teachers believed the cognitive domain about understanding of scientific knowledge was more important than intrinsic values. In other words, the differences in perception of the purpose of science between teachers and students, the experienced teachers is greater than the beginning teachers. Finally, students' responses were different depending on their academic track. Humanity major students recognized that learning science made their everyday-life easier while science major students recognized that learning science should be related to their future careers. In conclusion, the results of this study is expected to be of use as the basic data to identify the characteristic of teachers and students related to science.

• Journal of Korean Biological Nursing Science
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• v.7 no.1
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• pp.69-87
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• 2005

Purpose : The purpose of this study was to identify pediatric nurses's knowledge related to children's pain and pediatric nurses' career including educational experience and to examine whether there is a difference of their knowledge according to their career. Method : Subjects of this study was 115 pediatric nurses of one university hospital who understood purpose of this study and accepted to participate in this study. Subjects responded questionnaire by self report. The data were gathered for 7 days during the period from October 20 to October '2:7, 2003. The pediatric nurses' knowledge and attitude survey regarding pain developed by Manworren(2001) was used to identify the knowledge related to children's pain of pediatric nurses. Nurses' career consisted of level of education, presently working ward, duration of experience at clinic, pediatric clinic and presently working ward and educational experience related to children's pain during undergraduate courses, ward orientation and continuing education. Educational experience regarding children's pain was measured by whether they had education related to children's pain during undergraduate courses, ward orientation and continuing education or not and their perception on the contents of education was measured by 5 point Likert type scale. SPSS Windows was used to analyze the data. Scores of the knowledge regarding children's pain and career including educational experience of pediatric nurses were presented as mean and standard deviation. Mean percentage of correct answers responded by the subjects was presented under the category of introduction, assessment, pharmacological and nonpharmacological intervention for children's pain. The difference of scores of the knowledge regarding children's pain according to nurses' career was analyzed using t-test, ANOVA and Tukey as a post hoc. Statistical significance was accepted at the level of p<.05. Result : Pediatric nurses had deficient knowledge related to children's pain on the whole and did not trust pain complaint and underestimated the pain. They were short of concrete practical knowledge about pain assessment and pharmacological and nonpharmacological intervention for children's pain. They were excessively concerned with side effect and addiction of analgesic drugs and had a negative view point on nonpharmacological pain intervention. About 50% of the subjects received education regarding children's pain while their undergraduate courses. The number of nurses who received education regarding children's pain while their undergraduate courses was found to be greater among the recently graduated nurses. In ward orientation and continuing education, only less than 10% of the nurses received education regarding children's pain. Nurses perceived their experienced educational content deficient; experienced educational content consisted of pain introduction, assessment and pharmacological and nonpharmacological intervention for children's pain while their undergraduate course, ward orientation and continuing education. There were no significant differences of the knowledge regarding children's pain of pediatric nurses according to level of education, duration of experience at clinic, pediatric clinic and presently working ward. Scores of the knowledge regarding children's pain of nurses at neonatal ward were significantly greater than those of nurses at pediatric intensive care unit. Scores of the knowledge regarding children's pain of pediatric nurses who received education during their undergraduate course were significantly greater than those who did not receive it during their undergraduate courses. Also scores of the knowledge regarding children's pain of pediatric nurses who received one kind of educational experience were significantly greater than those who had no educational experience. Conclusion : Pediatric nurses had deficient knowledge of children's pain and underestimated the pain of children. Also they were short of concrete practical knowledge on pain assessment and intervention for children's pain.

• Journal of the Korean earth science society
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• v.35 no.5
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• pp.375-384
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• 2014

The number of students choosing science, technology, engineering, and mathematics (STEM) related careers are declining. Thus it became a worldwide challenge in the $21^{st}$ century. As public images of the engineers are unfavorable and inaccurate, misconceptions and stereotypes about engineers are prevailing. The purpose of this study was to investigate elementary school students' perceived mental and pictorial images of engineers and the nature of engineering work. This study involved 512 fifth and sixth grade students (Boys: 287 and Girls: 225) from four elementary schools at one of metropolitans in South Korea. The Draw An Engineer-Korean version (DAE-K) was developed based on Draw an Engineer (DAE) and Draw a Scientist (DAS), and Song and Kim (1999)'s instruments. A pilot-tested was conducted with 33 elementary students prior to the main study. The students were asked to answer how they think the engineers would be, to draw an engineer at work, and to write the engineer's personal information and the job description. Engineers were perceived as a person fixing, building, manufacturing, working outdoors in labors' clothes such as a robe. Engineers were shown with building tools, robots, airplanes, machines, conveyor belt, etc. Moreover, compared to the scientists, engineers were perceived as less intelligent, less imaginative, and less accurate. The results of this study revealed that elementary school students had a lack of accurate images of engineers. Students' current perceived images of engineers could help educators find the baselines for the future engineering education in elementary schools. In addition, the findings of this study could also contribute to the development of engineering education in terms of gender issues, STEM career choice, and even cultural diversity.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1248-1258
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• 2013

This study investigated the elementary school students' perception of the "purpose of scientists' experiments" and discovered what roles teachers can take to provide guidance. The study subjects were 193 elementary school students (96 boys and 97 girls) in a school located in Gyeonggi-do. The responses were analyzed through categorization based on their gender, science test score at school, and understanding of the purposes of scientific experiments based on students' choice of science-related future careers. The results of this study were as follows. In relation to the purpose of science experiments, the elementary school students considered intrinsic values of doing experiments more valuable than their extrinsic values. Next, 34.2% of the students answered that scientists do science experiment 'to find a new fact' and 26.9% of the students answered 'to make life convenient.' The results showed that girls responded 'social usefulness' more frequently than boys. Considering the achievement levels, it was found that high level students replied 'to make life convenient' more frequently than middle and low level students on why scientists do science experiments. Students who want to have a science-related career had varied ideas about it.