• The Journal of the Korea Contents Association
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• v.10 no.1
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• pp.213-221
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• 2010

The purpose of this study is to consider a social influence and fitness with related a ripple effect of media fortune-contents in digital age. This Work was studied by Q-methodology to approach in-depth and essential meaning about this study. The perception type of this study was divided into three types. Above all, in this study we investigate two points to us. Points of this study ; First, how the type of the perception is divided on the subjectivity about Media Fortune-contents in Digital Age? Second, what is a trait of character in same or different quality within these types? The result reveals three types that divided '1 : Scientific Appeal Type ; N=10', '2 : Value-depended Type ; N=7', '3 : Positive Preference Type ; N=3'. Those types found that there is very different type all over. In conclusion, it was found that general mass preferred and enjoyed positively on fortune culture, and were concerned about various a practical use and participation of media fortune-contents.

• Korean Journal of Community Nutrition
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• v.14 no.1
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• pp.43-54
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• 2009

The purpose of the study was to investigate the status of the nutritional education program on educational perception, facilities, contents and systems, which were focused on the school obesity education in the elementary school. A five point Likert scale was used to evaluate the importance and performance of each item in four sections of the survey and Importance-Performance Analysis (IPA; gap between importance and performance) matrix analysis was applied to determine improvement priority. The findings from IPA matrix analysis are in the following. The items of the sections to be improved intensively are recognition of parents and in-charge teacher, availability of the education place, preparation of consulting room, preparation of various teaching media, interest of an education program, meal adjustment of overweight children, combination with education and exercise, education for psychological factors, development of scientific and systematic education program and reduction of meal service duty for education. Accordingly, the IPA matrix analysis suggested that an intensive improvement area should be excessively concentrated on for better performance. The regional gap between importance and performance showed significant difference for textbook and diet of overweight children in Kyunggi-Do. There were significant differences for the government perception, dietary habits and food-life education, fast-food education, education for breakfast importance, and education of school meal indication system and method to read food nutrition indication in Chollabuk-Do. As for the age gap between importance and performance, the twenties showed significantly bigger gaps in perception of school dietitians and linking between school meals and diet education. Therefore, more proactive efforts for the education for obesity prevention are necessary to prevent childhood obesity in elementary school and to help children to possess better health throughout their entire lives.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1599-1612
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• 2012

The purpose of this study was to examine the management status of science in senior high schools based on the 2009 Curriculum Revision and the science teachers' perception of the content and a class of science. The way of managing a class was surveyed and discovered that the percentage of more than two teachers giving lessons depending on their major was higher than that of a teacher giving all the lessons. Analysis of teachers' perceptions of the content of science showed that science textbooks reflected the revised science curriculum well. However, teachers thought that the terms and concepts introduced to describe the knowledge of frontier science were so difficult that they feel it's very hard teaching them to the students. Even though science teachers thought that science was mainly focused on cultivating scientific literacy of the students, they assess mostly understanding of science concepts on the students. It means that science teachers stay in line with old position in assessment.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.269-278
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• 2006

In this study, we used Virtual Reality (VR) materials on an introductory earth science course consisted of thirty six pre-service science teacher program students. Before and after class an instrument of Constructivist Learning Environment Survey (CLES) was administered. The main focus of the CLES was to evaluate how the classroom was prepared for student centered learning environment. The pre and post tests of student perceptions regarding their learning environment were compared in six domains: personal relevance, critical voice, shared control, student negotiation, scientific uncertainty, and attitude. Questionnaire regarding the general perception of the VR materials was administered as well. How future science teachers valued the use of VR materials in their classrooms was found from this study. Based on these results, we intend to contribute for a more complete understanding of the potential of VR materials in achieving better learner-centered classroom environment.

• Environmental Analysis Health and Toxicology
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• v.25 no.3
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• pp.187-195
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• 2010

Nanotechnology is the fastest growing area in scientific research and it has important applications in a wide variety of fields. Nevertheless, consumers encountered this new technology without any identification of risks and benefits. Also until now, there are no specific safety evaluation methods for nanotechnology. For this reason, we studied risk communication strategy for nanotechnology to prepare its application in commercialized products on public. A survey was conducted to identify the differences in perception between public (N=110) and expert (N=37) toward applied nanotechnology in food, drugs and cosmetic products. The survey results were used to draw up a risk cognitive map which was introduced by Paul Slovic, and the perception level of public and expert on nanotechnology was evaluated. As a result of the survey, public recognized nanotechnology as "unknown but low dread" risk factor, but expert recognized it as "unknown and high dread" risk factor. These results indicate that there are perception differences between two groups. Several risk communication strategies are reported including care, consensus and risk communication. In the case of nanotechnology, it contains both risks and benefits. Considering the nature of nanotechnology, the "consensus communication" which informs consumers about risks and benefits of issues is the most appropriate strategy.

• The Mathematical Education
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• v.49 no.2
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• pp.125-148
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• 2010

This study was to find the perception of mathematical & scientific learning of North Korean students who lived in Korea. To understand their perception, three groups as the focus group for clinical interview, consisting of North Korean students, their teaches and their parents, were investigated through narrative description of qualitative method, North Korean students experienced the gap between what they had learned and what they learned in Korea, due to visiting the 3rd country before they came to Korea. So they were in need of well developed instructional instruments based on a precise diagnosis of language ability to help them get over their difficulties. Second, they have difficulties in math & science classes due to differences between curricular and to the differences between the ways of expression of terminologies used in two countries. They expressed that the group work in learning and a great deal of number of problems could be helpful for their needs. Third, the community-service center should be operated in a systematic way to compensate their lack of getting a private education. Fourth, they thought that the supplemental materials should provide some sources that might help them to get over the language barrier and difficulties from the differences, because they depended on them.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.45-61
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• 2016

The purpose of this study is to explore students' epistemic goals and considerations in designing an experiment task and to investigate how a shift in the students' epistemology affected their argumentation. Four 7th grade students were selected as a focus group. According to the results, when they designed their own experiment, their epistemic goal was 'scientific sense-making' and their epistemic considerations - the perception of the nature of the knowledge product was 'this experiment should explain how something happened', the perception of the justification was 'we need to use our interpretation of the data' and the perception of the audience was 'constructor' - contributed to designing their experiment actively. When students tried to select one argument, their epistemic goal shifted to 'winning a debate', showing 'my experiment is better than the others' with the perception of the audience, 'competitor'. Consequently, students only deprecated the limits of different experiment so that they did not explore the meaning of each experiment design deeply. Eventually, student A's experiment design was selected due to time restrictions. When they elaborated upon their result, their epistemic goal shifted to 'scientific sensemaking', reviewing 'how this experiment design is scientifically valid' through scientific justification - we need justification to make members accept it - acting as 'cooperator'. Consequently, all members engaged in a productive argumentation that led to the development of the group result. This study lays the foundation for future work on understanding students' epistemic goals and considerations to prompt productive argumentation in science classrooms.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.775-788
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• 2012

This study was done at a scientific camp sponsored by Nara Women's University Secondary School, Japan. In this school, $10^{th}$ grade students from 4 East Asian countries: Korea, Japan, Taiwan, and Singapore, participated. We made a research on students' perceptions about nuclear energy. Sample populations include 77 students in total, with 12 Korean, 46 Japanese, 9 Taiwanese and 10 Singaporean students. Overall perceptions comparison about nuclear energy shows average values from the order of highest Korea, Taiwan, Singapore, and to lowest, Japan. We implemented a T-test to identify perception differences about nuclear energy, with one group that include 3 countries (Korea, Taiwan and Singapore) and another group that includes all the Japanese students. T-test results of perceptions about nuclear energy shows students from the 3 countries of Korea, Taiwan and Singapore having higher average than Japanese students. (p<.05). Korean average scores regarding overall perceptions about nuclear energy show as the highest in all 4 East Asian countries and also highest in all subcategories. On the contrary in Japan, they have lower and negative perceptions of nuclear energy. In spite of these facts, perceptions of Japanese students about nuclear energy seem lowest and negative mainly because of the recent Fukushima nuclear power plant disaster, caused by the tsunami and its subsequent damages and fears of radiation leaks, etc. This shows that negative information about future disasters and its resulting damages like the Chernobyl nuclear accident could influence more on people's risk perception than general information like nuclear energy-related technologies or the news that the plant is operating normally, etc. Even if the possibility of this kind of accident is very low, just one accident could bring abnormal risks to technology itself. This strong signal makes negative image and strengthens its perceptions to the people. This could bring a stigma about nuclear energy. This study shows that Government's policy about the highest priority for nuclear energy safety is most important. As long as such perception and decision are fixed, we found that it might not be easy to get changed again because they were already fortified and maintained.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.19-28
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• 1999

The major purposes of this study are to examine the effects of portfolio assessment on elementary school student's science knowledge, inquiry ability, science attitudes and to investigate students' perceptions on portfolio assessment. Control group consists of 45 fourth-graders at M-Elementary school located at Miwon, Chongwon-gun, Chung-buk and experimental group 36 fourth-graders of G-Elementary school located in Daejeon-si. The inventories of scientific knowledge I, inquiry ability, and science attitudes were administered to both groups as a pre-test. The experimental group was given portfolio assessment instruction and control group traditional instruction for about six weeks. Inventories about scientific knowledge 2, inquiry ability, and science attitudes were administered to both groups as a post-test. A questionnaire on the perception on portfolio assessment was given to experimental group after the treatment. The results were statistically analyzed with SPSS. Control group showed higher score on scientific knowledge than that of experimental group (p<0.5). No statistically meaningful difference was identified in inquiry ability and scientific attitude. More in-depth analysis revealed that scientific attitudes were improved statistically meaningfully by portfolio assessment. The students' perceptions on portfolio assessment is very positive. Students have positive responses on interests in portfolio assessment, feelings of involvement in learning, self-regulated learning, higher levels of thinking, intentions of participation in portfolio assessment.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.1-12
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• 2010

The purpose of this study was to investigate the development and application of strategies using fairy tales in elementary school science. For this study, many fairy tales were searched in terms of various characteristics and educational value of the tales. Five fairy tales were selected and reconstructed to suit the 'mirrors and lenses' unit of 5th graders' school science, and teaching strategies using the fairy tales were developed to be used in six lessons. To investigate the effects of instruction using fairy tales, pre/post tests for scientific attitude were administered. To analyze students' perception of their classes, a simple survey was administered through questionnaires. We found from this study that the students related the fairy tales with their own experiences and took an active part in the class that used them. Also, instruction using fairy tales had positive effects on their scientific attitude. Many students said that the science classes were interesting, and the method using fairy tales encouraged students to study hard as well as helped them to understand the context. It was concluded that instruction using fairy tales was an effective method in terms of enhancing learning motivation, encouraging more inquiries, more opportunities to apply the scientific concept, and more positive scientific attitude. We discussed the strategies using fairy tales for implementation in elementary science classes as well.