• Research in Mathematical Education
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• v.17 no.2
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• pp.79-97
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• 2013

This paper reports findings from a survey of senior secondary school students' epistemological conceptions of mathematics with the adaption of the instrument of the "Conceptions of Mathematics" - Inventory in China. The survey included a sample of 414 Grade 10 students, 441 Grade 11 students, and 400 Grade 12 students from three provinces. Descriptive statistics, one-way ANOVA, and T-test were employed to analyze data in this study. It was found that senior secondary school students mainly focused on objectivity and reality of mathematics, without highlighting the characteristics of sociality, subjectivity, and creativity of mathematics. In addition, besides gender differences, differences were identified among students from different grades, different areas, taught by teachers with different teaching experience and experience in using reformed curriculum.

• Research in Mathematical Education
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• v.18 no.3
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• pp.209-221
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• 2014

In the last few decades there has been much interest in how mathematics can be effectively taught and learnt. The Third Wave is a unique ongoing international collaborative mathematics education research project, which aims to explore the relevant values of effective school mathematics teaching from both the teacher and student perspectives. As part of this project, this study investigates the related findings from students on the Chinese mainland. Multiple data were collected through classroom observations, focus group interviews, and written, open-ended questions. Twenty-four students from junior and senior secondary schools were invited to write down their views on an effective lesson, a good mathematics teacher, and how to do well in mathematics learning. Results showed that among the eight values determined in the study, the values of involvement, explanation, and examples were embraced by students across all grades. Students preferred teacher-led mathematics teaching. Junior secondary students placed more value on teachers' personalities, whereas senior students placed more value on teachers' teaching manners.

• The Journal of the Korea institute of electronic communication sciences
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• v.8 no.6
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• pp.971-977
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• 2013

This study tried to investigate the relationships between demographic characteristics and delinquent behaviors factors of the Korean high school students and their level of stress. The 2009 Korean Youth Health Risk Behavior On-line Survey data was used for this study. It selected 35,668 cases of senior high school students from the raw dataset and conducted a secondary data analysis. Frequency analysis, t-test, F-test were conducted for this study. Gender, living with parents, economic status, school type, grade, academic record, internet addiction, problem drinking, smoking were significantly associated with their level of stress. Findings may be used for coping with stress among the Korean senior high school students.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.75-94
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• 2009

This study was designed to assess demotivation factors and compare the factor between two secondary school student groups. It furthermore examined how the factors related to students' L2 proficiency. A 31-item questionnaire was completed by 407 junior (JH) and senior high school (SH) students. Five factors were extracted through the principal axis factoring: Teachers' competence and teaching styles, Dissatisfaction with English classes and grading system, Difficulty of learning English, Lack of motivation and interest in learning English, and Inadequate learning contents. Although both JH and SH students did not perceive their English teacher as a strong attribution of demotivation, Difficulty of learning English and Dissatisfaction with English classes and grading system were the two strongest demotivating factors. When compared the overall mean scores of each factor between JH and SH groups, significant differences were found in all factors except Factor 4, with SH students reporting stronger demotivation. JH students attributed their demotivation to Difficulty of learning English, while SH students attributed that to Dissatisfaction with English classes and grading system. Both groups tended to attribute their demotivation to external forces. The study also showed that several demotivation factors related negatively to L2 proficiency.

• Research in Mathematical Education
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• v.23 no.4
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• pp.235-254
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• 2020

Through this study, we aimed to capture the nature of a mathematics method course, called "the Curriculum Development and Teaching Methods in Mathematics Education" which is a pedagogy course for teaching for secondary school mathematics taught at a university located in a south eastern part of South Korea. The research participants include three junior students who took the methods course and a local high school math teacher with two professors. The research has three parts. First, we designed a method course to prepare the junior or senior students for a teaching practicum. The individual students gave a mini lecture about a secondary mathematical topic as a course requirement. Second, the three students watched a classroom video-clip of the high school teacher and analyzed his instruction before the actual classroom visits. Furthermore, by "Let's Learn" program for students, the course was associated with a local community through the students and so that they could visit the teacher's classroom three times to observe his math classroom teaching. The students discussed the difference between their own mini lectures and the actual math classroom teaching to develop an understanding of what it entails to teach an actual math class. Third, the first author supervised the students' activities in the program including their report for it to bring out their findings to the class of the method course. We found out this method course provided the students with the experience of various aspects of actual math lesson as well as learning theories about the pedagogy for teaching for secondary school mathematics. We conclude that this course gives a model for the method course in mathematics education for secondary school mathematics.

• The Journal of the Korea institute of electronic communication sciences
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• v.8 no.7
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• pp.1025-1032
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• 2013

The purpose of this study was to examine how socio-demographic characteristics and delinquent behaviors affect the suicidal ideation among the Korean high school students. Using the 35,668 senior high school student cases of 2009 Korean Youth Health Risk Behavior On-line Survey data, it conducted a secondary data analysis. Frequency analysis, chi-square test and logistic regression analysis was done. Being female, living without parents, low economic status, poor academic record, technical school students, young students, poor academic record, internet addition, problem drinking, smoking cigarettes and experience of drug use significantly increased probability of their suicidal thoughts. Findings may be used for tackle the issues of suicidal thoughts among the Korean senior high school students.

• Journal of the Korean Chemical Society
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• v.53 no.4
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• pp.453-465
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• 2009

In this study, the descriptions of salt solubility in the textbooks of secondary school and college were reviewed to figure out the reason of low understanding of elementary and secondary school students and teachers about the solubility of a salt in the presence of other ions. The ionic strength dependence of salt solubility was not introduced in the secondary school textbooks and general chemistry textbooks. It appeared in the physical chemistry textbooks as a direct or an indirect explanation. However, most of college senior students who had learned the physical chemistry could not relate the salt solubility with the ionic strength change. The factors might affect salt solubility, such as the ion pair formation and the activity coefficient change by ionic strength, were mentioned and an experimental result was also shown to resolve the questions that college students and teachers might have. Because these explanations are beyond the secondary school level, we need to develope an easier and better explanation suitable for the secondary school students.

• Research in Mathematical Education
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• v.11 no.3
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• pp.197-207
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• 2007

Based on a survey on 1620 students in primary school and secondary school., by adopting Eysenck Personality Questionnaire (EPQ), we got the following findings : 1. There is close relationship between emotionality characteristics of temperament and mathematics academic achievement of the subjects at Grade 5 (Primary 5), Grade 8 (Junior Secondary 2), and Grade 10 (Senior Secondary 2). Also there is close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 5 and Grade 8. While there is not close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 10; 2. There is close relationship between temperament types and mathematics academic achievement of the subjects from the three grades. Superior temperament, which benefit learning mathematics, are sanguine, sanguine-phlegmatic and phlegmatic; While inferior temperament types, which don't benefit learning mathematics, are choleric, melancholic and choleric-melancholic. With the rising of grade, temperament types of benefiting learning mathematics converts from external directivity emotion balance to balance of internal-external directivity emotion stability. While temperament of no benefiting learning mathematics converts from internal directivity emotion balance to balance of internal-external directivity emotion instability; 3. In mathematics education, students' temperament difference, which affects learning mathematics, should be recognized. Mathematics teachers should find out the best teaching ways, forms and methods which are suitable for student's temperament type, so that the students with different temperament types can gain better mathematics academic achievement.

• Journal of The Korean Association For Science Education
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• v.12 no.1
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• pp.103-118
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• 1992

Quality control of science teachers seems to be one of the most important tasks to improve the quality of science education in Korea. The purposes of this study, as a survey, were to identify characteristics of good science teachers and to make an outline of preservice teacher education curriculum for cultivating the characteristics from inserivce secondary science teachers. A questionnaire was developed for this study and distributed to 176 inservice teachers. It had three parts: 1) characteristics of good science teachers, 2) weights of preservice curriclum areas, and 3) weights of college courses. The means and standard deviations of teachers' responses were calculated. To test the differences between teacher variables, t-tests were executed. The inservice teachers perceived that the junior-high school teacher's characteristics should be different from the senior-high school teacher's. Characteristics, such as enthusiasm toward teaching or students, subject knowledge, content selection and organizing skill, teaching techniques, and scientific worldview were ranked within top five of good science teacher's chracteristics. The teachers' perception about preservice curriculum were as follows: 1) present weight of liberal arts area should be reduced: 2) weight of content area for junior-high school teachers should be different from that for senior-high school teachers: 3) present weight of pedagogy area should be increased: 4) present weight of science education area should be increased: and 5) many courses in pedagogy and sciencd education areas need to be changed, Based on the data and disussion, a conceptual model for preservice teacher education curriculum was proposed.

• Journal of the Korean Home Economics Association
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• v.18 no.4
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• pp.47-63
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• 1980

In order to investigate the current curriculum activities of home economics education secondary schools and the satisfaction and consciousness of teachers in home economic education, 158 teachers I Youngnam district were randomly selected for a series of questionnaire concerning home economics education in the secondary schools. The conclusion obtained from the data based on the questionnaire are; (1) Most of the teachers were considering that the subjects of home economics education are essential parts in developing the fundamental ability of human beings and that the subjects, therefor, should be extended to boy students as well as girls students; (2) Most of the subjects in home economics education were controlled and taught by a teacher on the school-year basis and very few subject were taught by specialists having majored in the university; (3) One of the most prominent difficulties in teaching career was lack of facilities followed by lack of the most prominent difficulties in teaching career was lack of facilities followed by lack of finances, lack of understanding of principals' with the subjects; Lack of students(interest to the subject due to the current entrance examination system for colleges/universities, excessive number of students in class, and inability of student sand teachers for the subjects concerned about; (4) Most secondary school teachers of home economics education were comprehensively taking part in the education of sexual morality of students; (5) Most teachers of home economics education in secondary schools had the satisfaction of being successful in life due to the fitness of their interest, the contribution to the society with their ability and the economic independence resulted form the improved relationships of human beings and the better visions; (6) Teaching careers of housewives were considered a pride of the family and supported by their children and husbands; (7) The most concerned problem for the women in teaching careers was an educational work for their children and lastly (8) The women in teaching careers were considered to be respectable in the comprehensive society being included by children, senior staffs and colleagues.