• Journal of Science Education
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• v.40 no.1
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• pp.1-16
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• 2016

The purpose of this study is to explore the variables of knowledge, acceptance of theory of evolution and epistemology that could be keys for teaching and learning the theory of evolution within school contexts, and to suggest instructional tips for teaching evolution in relation to the grade levels of education. This cross-sectional study examined the grade level differences (8th, 11th, and preservice teachers) of four variables: evolutionary knowledge; acceptance of theory of evolution; and both domain-specific epistemology (nature of science in relation to evolution) and context-specific epistemology (scientific epistemological views) and their relationships. This study, then, built conceptual models of each grade level students' acceptance of theory of evolution among the factors of evolutionary knowledge and epistemology (both domain-specific and context-specific). The results showed that the scores of evolutionary knowledge, evolution in relation to NOS, and scientific epistemology increased as the grade levels of education go up(p<.05) except the scores of acceptance of theory of evolution(p>.05). In addition, the 8th graders' and the 11th graders' acceptance of evolutionary theory was most explained by 'evolution in relation to NOS', while the preservice teachers' acceptance of evolutionary theory was most explained by evolutionary knowledge. Interestingly, 'scientific epistemological views' were only included for the 8th graders, while evolutionary knowledge and 'evolution in relation to NOS' (context-specific epistemology) were included in explaining all the level of students' acceptance of evolutionary theory. This study implicated that when teaching and learning of the theory of evolution in school contexts, knowledge, acceptance of evolutionary theory and epistemology could be considered appropriately for the different grade levels of students.

• Journal of The Korean Society of Clinical Toxicology
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• v.19 no.1
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• pp.17-23
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• 2021

Purpose: Alcohol ingestion enhances impulsivity and aggression, and has been proven to have a close relationship with suicide. This study investigates whether alcohol co-ingestion affects the Poisoning Severity Score (PSS) grade in patients with intentional poisoning. Methods: We conducted a retrospective analysis of intentional poisoning patients who visited the emergency department (ED) from January 1 to December 31, 2020. Patients were divided into non-drunken and drunken groups. We collected the data based on the medical records of the patients and serum ethanol level results recorded during initial blood tests at the ED. To grade the PSS, the highest score was assessed through clinical signs and test results during the hospital stay. A comparative analysis was conducted between the two groups. Results: A total of 277 patients were included in the study. 163 (58.8%) were in the non-drunken group, and 114 (41.2%) were in the drunken group. The PSS grade showed a significant difference between the two groups (p=0.002). While grade 1 (mild) was observed more in the non-drunken group, grade 2 (moderate) and grade 3 (severe) were seen more in the drunken group. In an ordinal logistic regression analysis, alcohol co-ingestion (adjusted odds ratio [aOR] 2.557, 95% confidence interval [CI] 1.554-4.208, p<0.001) was considered to be a risk factor for a higher PSS grade. There was no significant correlation between the serum ethanol level and the PSS grade. (p=0.568) Conclusion: Intentional poisoning patients with alcohol co-ingestion had a higher PSS. Hence close observation and aggressive treatment in the ED is warranted in such cases.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.102-107
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• 2011

In this study, elementary school science program, this category did not affect any troubleshooting analyzed. Thinking Science Program to buy for them in group activities by using one of the elements of a program of treatment and cognitive level effects were two kinds of research questions. 102, 5th grade four classes were involved, these two classes of the experimental group and the remaining two classes were divided into a control group. Pre-test between the two groups is compared to the level and classification problem-solving skills but the skills did not show a statistically significant difference. Thinking Science activity after application of classification and posttest the experimental group than in the control group problem solving abilities of students classified at the level of statistical significance was higher. Thinking Science program is a treatment effect for each level of analysis, tests, regardless of cognitive level was more effective. Through theses findings, Thinking Science activities 5th grade category classification problem-solving skills of students found to be effective in improving and these types of programs actively introduced in the field suggests that we need to see.

• Journal of the Korean Home Economics Association
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• v.40 no.5
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• pp.225-235
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• 2002

The purpose of this research is to delineate the effect of maternal variables of the verbal abuse. Such variables as the mother's age, her education level, and maternal parenting stress have been chosen for the analysis. The sample subject were 659 pairs of fifth/sixth grade of elementary school and firs/second grade of middle school, and their mothers. The major findings of the research are as follows: first, looking at the correlation between the mother's age/education level and the verbal abuse, the verbal abuse factor shows difference correlating to the mother's age/education level. Second, looking at the correlation between the material parenting stress level and the verbal abuse, the verbal abuse factor shows difference correlating to the maternal parenting stress level. Third, the result of multiple regression analysis on the effects of the maternal variables to the verbal abuse indicates that material parenting stress is the significant contributing factor. All in all, the maternal variables account for 9% of the verbal abuse score.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.331-339
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• 2009

The purpose of this study is to make a list of scientific terms to decrease students' difficulties of science learning. By using inductive method, database has established from elementary school science textbooks and laboratory observation books. All terms from physics area of science textbooks and laboratory observation books at the levels of grade 3 to 6 were analyzed based on the Standard Korean Dictionary (1999) and Book of Physics Terminology (2005). As a result, we made a list of 204 scientific terms by grade level. Those were 51 words for grade 3, 55 words for grade 4, 56 words for grade 5, and 42 words for grade 6. And there were some incongruities among textbooks, the Standard Korean Dictionary and the Book of Physics Terminology.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.663-677
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• 2012

The purpose of the study was to verify validity of Creative School Environment Perceptions (CSEP) scale developed based on the scale developed in 2010 by Mayfield and Mayfield. Factor analysis was used to assess construct validity. Another purpose of the study was to investigate factors related to students' perception of creative school environment through use of the group differences. The research participants were 203 elementary school students and all of them were 5th and 6th grade students. Factor analysis indicated that CSEP scale consist of three factors: creativity support, work characteristics, and creativity blocks. In addition the correlation between CSEP scale and the previous scale were investigated to verify the validity of CSEP scale. The results showed that the convergent validity were obtained. Independent-sample t test was performed to test for specific loci of significant between group differences in gender, grade, and the level of ideational behavior. The finding showed that 6th grade students said that their environment hinder creativity. Students with the high level of ideational behavior perceived their school environment was supportive while students with the low level of ideational behavior perceived their school environment was obstructive. Therefore teachers should understand students' perception of creative school environment using CSEP scale and should change students' perception of creative school environment through considering grade and the level of ideational behavior.

• Journal of the Korean Society of School Health
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• v.25 no.1
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• pp.39-50
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• 2012

Purpose: The purpose of this study was to examine the safety knowledge and the level of safety behavior of elementary school children and to investigate the relativeness between them. Methods: The subjects of this study were 909 elementary school children in Seoul, Incheon, and Gyeonggi Province. The collected data were analyzed by frequency, percentile, one-way ANOVA, t-test, and Scheffe test using SPSS/WIN 17.0 program. Results: The results were as follows. First, the average of safety knowledge level was comparatively low which was 5.7 out of 10, and there were significant differences by gender and grade level. Second, the average of safety behavior was very low which was 9.5 out of 20, and the significant differences in gender and grade level were found. Third, a positive correlation existed between the safety knowledge and safety behavior, but the statistically significant relationship between them was not found. Conclusion: Safety education for children should be designed with purposeful and empirical-practical programs which help children actively cope with dangerous situations.

• Korean Journal of Health Education and Promotion
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• v.3 no.1
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• pp.43-55
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• 1985

The recent problems of adolescents are leading us to amphasize school mental health program. Therefore, for the first step of that program, this study was attempted to find out the students' daily life stress, their adaptation beharior to resolve that stress, and their self-concept which has an effect on that beharior, to analyze the relationship among those three variables, and to provide basic data which help maintain and promote students' adaptability and mental health. The subjects were 4 classes each grade, 743 students who were chosen as a sample subject among the total of 3,250 students of a junior girls' school in Seoul by stratified sampling method. The Oquestionnair surrey was done from April 1, 1985 to April 6, 1985. The instruments were (1) a part of Junghoon chois' perceptual Orientation Scale for measuring self-perception of students, (2) Rosenberg's Questionnair for measuring students' evaluation of self-esteem, (3) modified Bell's Adoptive Behavior Questionnair, and (4) the Measuring scale for stress developed by the investigator. The collected data were analyzed by using descriptive statistics, x²-test, t-test, ANOVA, and Pearsons' Correlation. The results are summarized as follows: 1. The range of mean score of self-concept, stress, and adaptation beharior is 1-5 respectively. The mean score of self concept was 3.45. The mean score of stress was 2.53, and the degree of stress was in order of the problem of study and grade marks, girl friend, appearance, and relaxation. The subjects preferred effective long-term adaptation method (Mean=2.81) to ineffective short-term adaptation method. (Mean=2.47) 2. The self-concept had the highest degree when students were 1st grade, in good health condition, taking high grade marks, both parents existing, fathers' educational level being above college, and being in high economic status. The degree of stress was significantly high when students were 3rd grade, in poor health condition, having low grade marks, being in poor economic status, and fathers' educational level being under elimentary school. In relation with adaptation method, 1st grade students used more sbort-term and long-term method, and when students had high grade marks, being in high economic status. they used more long-term adaptation behavior. 3. Two Hypotheses of this research were tested: Hypothesis 1. "The higher the students' self-concept is, the more they use long-term adaptation method." was accepted. (r=.2482, p<.01) (t=-4.99, p<.001) Hypothesis 2. "The higher the students' stress is, the more they use short-term adaptation method." was accepted. (r=.2897, p<.01) (t= -7.51, p<.001) In conclusion, a person in charge of school health can help students to adapt effectively by planning and implementing methods which highten their self-concept and lower their stress. But because the correlation among self-concept, stress and adaptation behavior was at a low level, I think that the study, which confirm the relationship of those three variables, is needed.

• Journal of the Korea Fashion and Costume Design Association
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• v.26 no.1
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• pp.99-109
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• 2024

This study focused on analyzing the difference in the impact of non-financial performance, specifically ESG (Environmental, Social, and Governance) activity grade level, on management performance and corporate value among the 25 fashion companies listed on the Korea Exchange that completed their ESG evaluation in 2022. The companies were categorized into three levels based on their ESG evaluations: ESG Integrated Grade (ESG-T), ESG-E (Environmental), ESG-S (Social), and ESG-G (Governance). The study then empirically analyzed how these levels affected management performance and corporate value. The empirical analysis revealed significant differences in the impact on management performance and corporate value depending on the ESG activity grade level. Companies with higher ESG grades exhibited better management performance and higher corporate values across all ESG sub-variables (ESG-T, ESG-E, ESG-S, ESG-G) compared to those with lower grades. This finding demonstrates the influence of ESG activity grade levels on improving management performance and enhancing corporate value in fashion companies. The results of this research provide meaningful insights into the direction of sustainable management through ESG activities in fashion companies.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.3
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• pp.406-416
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• 2015

Purpose: This study investigated sexual knowledge, its related factors, and the needs of sex education among elementary, middle, and high school students in order to develop a sex education program. Method: The participants comprised 721 students in grades 5 through 12, from Seoul and the Kyeonggi-do area, in South Korea. Data was collected from the end of August through the end of September 2014, using an anonymous self-administered questionnaire. SPSS Statistics 21.0 was used for the descriptive analysis, chi-square, t-test, ANOVA, and multiple regressions. Results: Higher-grade students had a higher level of sexual knowledge than lower-grade students, but the overall level of sexual knowledge was low. Multivariate analysis showed that gender, grade, school record, and experiences of sex education from family and school were significant predictors of sexual knowledge among adolescents. Coping skills related to sexual crisis situations was the most wanted content of sex education. Conclusion: The results of this study suggested that it is important to develop a sex education program that considers the needs of sex education among adolescents. Also, it is important to periodically perform a survey to identify the need of sex education among elementary, middle, and high school students.