• Journal of the Korean Society for Library and Information Science
• /
• v.43 no.4
• /
• pp.281-306
• /
• 2009

This exploratory study reports how teacher-librarians perceive their roles as practitioners in school library media programs. Conducted within the framework of qualitative research, the study employed a focus group interview (Morgan 1997) with five teacher-librarians at elementary school level in Seoul. The findings suggest: (1) the roles of teacher-librarians are influenced a great deal by many factors in educational systems; (2) there is no consensus on how to define and perform their role as teachers; (3) there seems to be increasing emphasis on their program administrator's role; (4) there is no consensus on prioritizing the five roles suggested by the AASL (2009), but all the participants agreed that the leader's role is most crucial for the success of pursuing the rest of the roles, and (5) there seems to be no clear boundaries as teacher-librarians perform their roles. Putting all the results together, the researcher was able to conclude that teacher-librarians are frequently asked to be flexible and negotiable and have great burden in the affective, cognitive, and physical realm for the roles imposed and expected of them.

• Journal of the Korean Society of Food Science and Nutrition
• /
• v.44 no.10
• /
• pp.1567-1582
• /
• 2015

The purpose of this study was to examine the status of environmentally-friendly ingredients and dietitians' perceptions toward them in order to find for improvement. Data was collected from questionnaires completed by 202 school dietitians and nutrition teachers in Chungbuk, and this data was analyzed utilizing the SPSS 20.0 program. The results obtained from this study were as follows: 'mixed grains (58.9%)' and 'eggs (36.6%)' were found to be the most used environmentally-friendly ingredients. 81.7% of the respondents said they 'never used' marine products, whereas 'fruits (43.6%)', 'pork (40.8%)', and 'fish (54.5%)' were the most preferred ingredients. Dietitians and nutrition teachers used environmentally-friendly marine products less than other ingredients, had a poor understanding about environmentally-friendly marine products, and demonstrated low reliability and belief in the necessity of the system. In order to verify the environmentally-friendly status of the ingredients, marks on the product and documents of certification were mostly used. In order to improve the supply system, a more strict tracking system in the distribution process by securing more reliable suppliers is required.

• Journal of Science Education
• /
• v.38 no.2
• /
• pp.302-316
• /
• 2014

The purpose of this study is to devise a Small-Scale Chemistry (SSC) lab program for primary school learners and to examine its effects on science learning achievement. In addition, it will be examined whether the type of learning groups affects the achievement or not. The participants in the current study were 173 6th graders from 6 classes of Y elementary school in Changwon city, Gyeongnam. Three classes(86) were assigned to the experimental group and the other three, the comparative group after checking the pre-homogeneity between the two groups through t-test on the scores of the science mid-term exam. We conducted five experimental sessions on the Acid and Base in the science textbook for the sixth graders. The students of one experimental class worked in pairs and another class worked individually, but the students of the comparative classes were divided into groups of six(one group with pair, another group with individual work in the SSC program, and the other group conducting the traditional experiment with groups of six students). The data were analyzed by t-test and ANOVA. The results showed that experimental learning using individual work in the SSC program compared to traditional experimental learning was effective in improving science learning achievement. also it was indicated that the teachers could reduce their burden of preparing for classes and of school hours when they utilized the SSC laboratory learning program. Teachers could also actively support students' experimental activities in employing the program. Based on the results, we suggest that the development of the SSC laboratory learning program is meaningful in the sense that this program can help elementary schoolers to improve science learning achievements more than the existing traditional experimental methods.

• Journal of Korean Elementary Science Education
• /
• v.35 no.1
• /
• pp.123-135
• /
• 2016

Interest is one of the important factors in science education. The purpose of this study was to investigate factors affecting the follow-up interest of elementary school students on topics of 'Small Organisms' World'. The follow-up interests of the students on the topic were grouped into three categories; the developed-expanded-deepened (EDD), the simply expanded and maintained (SEM), and the stoped or decreased (SD) types. Each types had specific distinguishing features. Through the examination of students' responses and the in-depth interviews, the factors affecting on the follow-up interests of the students were analyzed. The factors were classified into two types of the external factor and the internal one. While the external factors were mainly related to the instructional materials used in science class and teaching methods, the internal factors were related to the desire for knowing, prior knowledge, students' experience and attitude toward the topics of science. In relation to the types of the follow-up interests, these factors were affected by different causes. The EDD type was most affected by internal factors, such as desire for knowing and prior knowledge. The SEM type was shown to be most affected by external factors, such as instructional materials. The SD type was mainly influenced by external factors, such as teaching methods. From the analysis of internal factors, it was revealed that the attitude and the prior knowledge about the topic are related with the follow-up interests. There was a positive relationship between the levels of science attitude and science knowledge. The students who had EDD type had a higher level of attitude and knowledge. However, there were some students who had higher level of scientific knowledge with SD type. The results of in-depth interviews showed that they were influenced by negative perceptions about science and stress on their grades. In conclusion, each follow-up interest type were caused by the external factors contained in the processes of the science class and the internal ones associated with the individual features and were influenced by the science class. So, the teacher should help the students be able to have the EDD type of follow-up interest which is persisted even after the completion of the science curriculum. For this, when the teachers design science curriculum and plan lesson, they should consider both internal and external factors significantly influencing the students' follow-up interests.

• Journal of The Korean Association For Science Education
• /
• v.38 no.4
• /
• pp.555-563
• /
• 2018

Recently it has been claimed that character education should be applied not only in ethics but also in other disciplines including science education. With several attempts at character education in previous research on science education, the examination of its requisite and components is needed. This research investigates the necessity and elements of character education to be improved upon in science classes through questionnaires and focus interviews of experts in the field of science education such as secondary school teachers, professors, and researchers. They recognize that character education should be adopted in science education with three backgrounds: scientist activities, the field of secondary school, and inquiry education. Based on moral education and citizenship, elements of character education in science class are comprised of four essential character elements including honesty, sympathy, tolerance, and self-esteem, and seven practical character elements that are divided into personal qualities: sincerity, responsibility, and self-control and social qualities: consideration, openness, communication, and cooperation. Their validity and importance are accepted by experts.

• Journal of the Korean earth science society
• /
• v.32 no.1
• /
• pp.84-98
• /
• 2011

The study investigated the linguistic characteristics of middle school students' writing on the themes of earth science through analysis of its genre and register. Data for analysis included $7^{th}$ grade and $9^{th}$ grade students' writings about 'global warming' and 'classification of rocks'. The results of this study include: First, many students were not accustomed to writing in genre, especially exposition genre. Second, in terms of ideational meaning, the material verbs representing action or doing were more dominant than relational verbs that are related to the attribute or definition of things, and additional logical relations were predominant. Third, regarding interpersonal meaning, agents, emotions, subjective opinions appeared in the writings and students did not express their ideas conclusively and revealed feelings of doubt and uncertainty about their knowledge. Fourth, as for textual meaning, most students listed fragments of information using additional conjunctions in simple structures and were not accustomed to writing texts with organizing structures, logical patterns, cohesion, and coherence. From these results, we argued that the scientific writings should be emphasized in science learning that aims to foster scientific literacy. In addition, we discussed the necessity of improving science teachers' perceptions on scientific writing as well as setting up a specific plan in the national curriculum.

• Journal of The Korean Association For Science Education
• /
• v.37 no.4
• /
• pp.587-597
• /
• 2017

If we, as educators, want to put students at the center of learning in science classroom, we must let students express their voices and exercise authority. To do this, we developed a classroom activity about 'Making a pet poster', and then we explored how elementary school students perceived their roles and expressed their authority during this activity. Fourth grade students from an elementary school in the city of Seoul participated in the activity, which was videotaped and recorded. We found that students expressed their epistemic authority differently in small group activities and in whole group discussions. In small group activities, they desired to show their authority as "pet experts" by using and selecting various resources from their everyday lives and transforming those resources into suitable forms in public spaces. Meanwhile, in whole group discussions, participants were classified as either presenters or audience members to verify their authority in regard to the pet poster activity; presenters desired to achieve recognition as "pet experts," and audience members assessed the presenters as "testers." In addition, they expressed authority as teachers by leading the whole group discussions. Based on these findings, this paper suggests the implications for new educational strategies to foster a student-centered learning environment.

• Journal of Korean Elementary Science Education
• /
• v.42 no.3
• /
• pp.434-454
• /
• 2023

This study explored the composition and attributes of modeling instructions and factors of teacher competence in elementary science classes. The study also examined educational research papers regarding modeling instruction cases in elementary schools and elementary teachers' perceptions of modeling instructions using qualitative meta-analysis, which can integrate findings from qualitative research. This investigation led to creating a small group to compose modeling instructions. Furthermore, the modeling approach was demonstrated to go through the process of generating, evaluating, and modifying the model. The attributes of modeling instructions can be divided into factors that affect modeling instructions and competence factors necessary for students participating in modeling instructions. The factors affecting modeling instructions included "small group interactions" and "time limitation in classes." The competence factors necessary for students participating in modeling instructions included "scientific knowledge," "meta-modeling knowledge," and the "ability to control emotions." The teacher competence factors in modeling instructions regarding knowledge, function, and attitude were explored. The teacher competence factors in elementary modeling instructions included "meta-modeling knowledge," "knowledge of modeling assessment," "emotional support for students," and the "awareness of modeling value." Accordingly, this study offered some recommendations for effective modeling instructions.

• Journal of the Korean Society of Food Science and Nutrition
• /
• v.35 no.8
• /
• pp.1016-1024
• /
• 2006

The purpose of this study was to investigate students' and parents' perceptions of nutrition education. In this survey, 7,577 elementary school students and 6,003 of their parents across the country were surveyed about the necessity of implementing nutrition education, its present status and problems and future methods for nutrition education implementation. The results showed that 96.6% of the parents and 62.8% of the students responded that nutrition education was urgently needed, at least once per week in the lower grades of elementary school, and that it should be related to and coordinated with special activities class. In addition, the survey showed that students and their parents wanted nutrition teachers to establish a nutrition counseling room, a practical cooking class, a special activity class, and/or dietary camp during school breaks. With regard to the status of nutrition education at home, there was statistical evidence that suggests significant differences between urban and rural schools. Approximately 63% of the parents indicated that they had difficulty teaching nutrition education in their own homes, because it was difficult to determine the dietary habits and nutritional status of their children. When asked about attending a dietary class for parents, 74% expressed their intent to attend. Parents were most interested in learning about cooking practices, diet therapy, and food information in that order. The results showed that the most effective method of dietary education was to teach appropriate nutritional practices in school and at home simultaneously. Hence, necessary information and education should be provided through special lectures, special cooking classes, and dietary classes for parents. The conclusions of this study suggest that a variety of education programs should be developed to achieve effective nutrition education for students and their parents.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.31 no.1
• /
• pp.67-87
• /
• 2020

The purpose of this study is to analyze current status and teacher librarians' perceptions of school library space composition and indoor environment, and propose some methods for the school library to be a basic educational facility. The space most secured by the 126 teacher librarians who participated in the survey was the free reading area, and the space with the lowest level was the media production and group project area. The most important types of spaces for teacher librarians are the teaching area and the free reading area, while the recognition of the importance of media production and group project areas is relatively low. Among the elements of indoor environmental assessment, they showed that safety and comfort were the most important but diversity and flexibility were relatively less important. The result of this analysis is different from the school and library policy direction that emphasizes the learning commons and maker spaces. Teacher librarians still seem to appreciate the importance of traditional library space. Therefore, it is necessary to include the establishment and operation of maker spaces and learning commons in the teacher librarians training and retraining process. In addition, it is necessary to increase the participation of users such as teachers, students, and parents in space composition and interior design initiatives to increase the user's interior environment satisfaction.