• Journal of Creative Information Culture
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• v.5 no.2
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• pp.135-143
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• 2019

In this study, the perceptions on SW education of K-12 students and teachers were surveyed and analyzed. At the primary school level, there was no significant difference in SW attitude based on school location. However, at the secondary level, students from metropolitan areas showed significantly higher SW attitude scores. In the case of gender, male students showed higher SW attitude scores both in primary and secondary schools. With regard to attitude differences based on prior experience of SW education, students with prior experience showed higher attitude scores in SW education in both primary and secondary schools. The awareness survey among teachers showed that both primary and secondary school teachers showed positive responses to SW education. For the successful induction of the SW education at K-12, four factors (participants, curriculum, teaching-learning method, and support from inside and outside of school) were highlighted.

• English Language & Literature Teaching
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• no.5
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• pp.27-48
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• 1999

College students frequently feel their grammar knowledge from primary and middle school is not useful when they are asked to speak in college conversation classes. Because of their frustration at their lack of communicational ability as well as inappropriate teaching methods and class textbooks that have little to do with the student's major course of study, the student often has a low motivation to study. It is not uncommon for students to seek English education outside of their college classrooms by going to language institutes or studying abroad. College teachers need to find a way to use the student's background in grammar from primary and secondary schools. Despite the student's sentiment about his/her grammar education, grammar is an essential key to successful English conversation. Some ways that teachers can close the gap between primary and secondary school grammar education and college conversation classes are: to use a theme-based methodology, cue cards, and modeling. Activities such as Grammar Clinic, Grammar Police, and Show and Tell can be effective ways to bridge this gap. Teachers can use these activities and methods to correct such student errors as: incorrect word order, missing or unnecessary be verbs, confusion between be and do verbs, subject-verb agreement. and incorrect tense.

• Education of Primary School Mathematics
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• v.7 no.1
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• pp.1-14
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• 2003

The purpose of this research is to explore teachers' role actions in teaching mathematical problem solving and to analyze the influences of the teachers'role actions on their students' activities and beliefs about problem solving. The results obtained in this study suggested that the teachers' role actions brought qualitative differences to students' activities, and students' beliefs about mathematical problem solving were consistent with the perspective held by their teachers. Therefore, teachers should help students build up desirable beliefs about problem solving. They should understand teaching mathematical problem solving and play proper roles in various situations of teaching mathematical problem solving.

• Asian Journal of Business Environment
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• v.7 no.1
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• pp.31-36
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• 2017

Purpose - The purpose of the study was to develop a reliable measurement tool for the evaluation of TQM application in Greek education settings and to examine the factors that determine quality of education. Research design, data, and methodology - A questionnaire commencing from the questions included in the Application Guide of Common Assessment Framework was used for research purposes. Each item was scored on a 5point Likert scale - to a sample of 112 educators (55 men, 57 women), all teachers working in public primary education schools. Factor analysis resulted in a questionnaire of 43 items consisting of five factors, teacher satisfaction, school management and operation, motivation, effectiveness of public school leadership and finance management. Results - Results revealed a positive correlation among all factors. Reliability results using Cronbach's α was high (a=.961) for all factors of the questionnaire ranging from α=.930 (for motivation) to α=.797 (for financial management). Additionally, ICC procedure revealed high values for the above mentioned factors. Conclusions - The study resulted in the construction of a reliable questionnaire focused exclusively on TQM that can be used in future studies using larger samples in different areas so as to draw useful conclusions regarding TQM application in Greek education settings and further identify the factors determining quality in education.

• The Journal of the Korea Contents Association
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• v.19 no.11
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• pp.122-131
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• 2019

This study analyzed the moderating effect according to school levels in the structural relationship between stressful interpersonal relationships at work and rumination in teachers' depression. For this study, a research model was formed based on theoretical understandings and a literature review. The researchers surveyed 811 teachers at primary and secondary schools to measure scales of depression, rumination, and stress in interpersonal relationships at work. Primary education and secondary education were the grouping variables for the school levels, and the collected data was analyzed using multi-group structural equation modeling. Also, to affirm equivalence between the two models, the data was investigated using the constrained model of measurement equivalence. The research results verified the equivalence between the two models and the moderating effect by comparing the path coefficients of the two models on the assumption of equivalence constraint. As a result, the moderating effect according to school levels was revealed on the path from stressful interpersonal relationships at work to depression. Grounded on this analysis, stress in interpersonal relationships at work mediates the impact of rumination in teachers' depression. In addition, the research revealed that the moderating effects on stressful interpersonal relationships at work varied according to school level, and the moderating effect of stress in interpersonal relationships at work affected middle school teachers but not primary school teachers.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.89-95
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• 2006

The purpose of this study was to examine elementary teachers' perception on birds and problems on teaching it. For this study, the science textbooks from 3rd grade to 6th grade according to the 7th national curriculum were analyzed. Results revealed that, firstly, there were 34 bird species recorded and these were described 55 times in the surveyed textbooks. Secondly, the survey showed that $20\%$ of the teachers were interested in birds despite the fact that $98\%$ of them had no special knowledge about birds nor had studied them in college. Additionally, it was revealed that $41\%$ of the teachers felt lacking in specialist knowledge about birds and this lead to difficulties in teaching on this subject. Thirdly, academic backgrounds had an affect teachers' perceptions on teaching this area. The teachers' levels of interest in birds and the teachers' ratio of teaching on this topic tended to increase as their academic careers developed, and the proportion of male teachers in this category were higher than female teachers. To overcome difficulty in teaching on this area, it is suggested that a reconstitution of subject materials, as well as a revision of the teachers' guidebooks be undertaken.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.129-150
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• 2009

This paper attempts to examine the effect of children's English stories on the development of Korean EFL primary school learners' listening and speaking competences and their motivation to learn English. This paper also discusses factors of English children's stories that make EFL learners' language learning efficient. Participants were 120 primary school students who attend one of the elementary schools in Chungnam province. They were randomly chosen and divided into two groups: experimental and control groups. In order to collect data, students' listening and speaking proficiency pre- and post-tests and the pre- and post-questionnaires regarding the participants' motivation to learn English were administered. The data were analyzed by ANOVA. The results indicate that the application of English children's stories to EFL learning settings can be an efficient way to improve EFL learners' listening and speaking competences and motivation to learn their target language. The findings of this study suggest that English children's stories provide language learners with interest, meaningful and authentic contexts and enjoyment. The pedagogical suggestion and implications are provided for EFL educators and teachers.

• Journal of forensic and investigative science
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• v.3 no.1
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• pp.25-42
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• 2008

As the age of the sex crime perpetrators and victims is going down, the importance of Sex Assault Prevention Education (SAPE) is on the rise. In order to see how many students are aware of the SAPE which are currently being conducted in the local schools. A total of 600 students from five different primary schools in Kyongsan City area were questioned with the questionnaire. On the whole, the level of acknowledgement on the sexual assault is estimated as 20.52 out of total point 53.00. The point in each question is shown as low as follows; The notion of Sexual Assault (9.88 out of 19), recognition of Sexual Assault (5.45 out 11), way to cope with the sexual assault (6.60 out of 11), and knowledge on the symptom induced by the sexual assault (4.04 out of 12). The SAPE should be taught to the student from the young age frequently. The efficiency of SAPE will be increased by the health-care teachers who have the professional knowledge with the case studies and teaching materials like CD-ROMs. The health-care teachers as the SAPE lecturers require continuous training.

• Publications of The Korean Astronomical Society
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• v.30 no.2
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• pp.725-727
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• 2015

The Malaysian Space Agency (ANGKASA), with cooperation of the Ministry of Education of Malaysia, has organized the Astronomy Workshop for Primary and Secondary School Teachers since 2008 at the National Planetarium. The workshop was organized to provide science teachers with basic knowledge of astronomy in accordance with the school syllabus, with the hope that they can acquire sufficient knowledge in the field of astronomy to enhance their teaching activities in school. In this workshop, teachers will be introduced to night sky simulations in our space theater, a planetarium show, daytime and night time observation activities, hands on activities, and visits to the planetarium's observatory and exhibition gallery. Besides this, in the workshop they will share teaching experience with planetarium staff. Educational materials are also distributed to all the teachers as reference for their teaching. In this paper presentation, we would like to show how the National Planetarium plays an important role to help teachers in teaching astronomy in schools.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.249-262
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• 2022

This study was conducted on the alternative concept of elementary school pre-service teachers to seasonal changes. From May 2021 to June 2022, it was conducted with 60 pre-primary teachers at P National University of Education. The conclusion of this study is as follows. First, pre-primary teachers explained the cause of seasonal changes, and out of 60 pre-primary teachers, only 22 (36%) had scientific concepts, and the remaining 38 (64%) students had alternative concepts. Second, in explaining how the inclination of the Earth's axis of rotation is related to seasonal changes, only 16 (27%) of the 60 pre-primary teachers had a scientific concept, and the remaining 44 (73%) had alternative concepts. Third, pre-primary teachers explained the relationship between the change in the solar altitude and the seasonal change. Among 60 pre-primary teachers, 12 (20%) had a scientific concept, and the remaining 48 (80%) had alternative concepts. Fourth, looking at the comprehensive types of alternative concepts for seasonal changes, the aS-bS-cS type, which is classified as a type that explains the causes of seasonal changes using scientific concepts as a whole, was 8(13%) out of 60 pre-primary teachers. and the remaining 52 (87%) had at least one alternative concept to explain seasonal changes.