• Journal of Korean Academy of Nursing
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• v.31 no.3
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• pp.467-476
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• 2001

Purpose: to evaluate the effects of AIDS education for baccalaureate nursing students. Method: a one-time AIDS education was delivered to 175 nursing students and knowledge and attitude toward HIV/AIDS were measured before and after the AIDS education using a questionnaire. Result: 1) Before the AIDS education, the average knowledge score of the students was 64.30 points out of 103 points while the average attitude score was 25.77 points out of 36 points. 2) Before the AIDS education, school grade, former experience of AIDS education and religion were founded to be the significantly related to the student's knowledge on AIDS. 3) There was a significant increase in AIDS related knowledge (t=-24.21, p=.000). There was also a significant improvement in attitude toward HIV/AIDS (t=4.67, p=.000) after the AIDS education. 4) There was a significant correlation between the knowledge and the attitude toward HIV/AIDS before the AIDS education, while no correlations was found between the AIDS knowledge and attitude after the education. Conclusion: AIDS education is necessary and effective for baccalaureate nursing students. It is necessary to develop comprehensive AIDS education program to improve the level of knowledge and preventive behavior for HIV/AIDS as well as to allay the fears for AIDS.

• Research in Mathematical Education
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• v.14 no.3
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• pp.249-262
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• 2010

Large Midwest university faculty members proposed the Science and Technology Enhancement Program Project (STEP) to improve students' learning in the secondary mathematics classroom using modules of inquiry-based teaching. The purpose of this study was to determine the impact of the STEP Project on students' attitude toward mathematics. Hierarchical linear models (HLM) were used to evaluate the impact of the STEP Project. The sample group for the study was 130 ninth grade students enrolled in Integrated Algebra I in a large urban school district. The school was one of eight secondary schools that participated in the STEP Project. The classes in the treatment group were three of five classes ordered in terms of the highest, middle, and lowest mean GPA. The control group consisted of two other middle GPA classes. The classes had an average of 25 students. Teachers who previously had been involved in the STEP Project taught all treatment and control classes. The inquiry-based teaching activities provided by the project were confined to the treatment classes. The survey measuring students' attitudes toward mathematics were obtained for both groups of students. The inquiry-based teaching affected students' attitudes toward mathematics (p < 0.07, ES = 3.07). Especially, students who had preexisting low attitudes toward mathematics were significantly affected by treatment (p < 0.02, ES = 0.02), while the treatment positively affected African American students overall at p < 0.08 (ES = 0.58).

• Journal of Korean Elementary Science Education
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• v.31 no.4
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• pp.436-449
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• 2012

This study aimed to investigate primary students' science-related attitudes through the literature review. Ninety-four papers published in domestic science education journals, since 1990, were collected and were followed by content analysis. In this study, science-related attitude was conceptualized as attitude toward science, scientist, science-related occupations, and school science, which is composed of cognitive, affective and behavioral domains. Based on the conceptualization, the instruments used for measuring students' attitudes were analyzed. The analysis of definition of science-related attitude in the articles showed different foci on cognitive, affective and behavioral domains. To suggest the effective instruction for enhancing students' science-related attitudes, this study identified students' attitude with gender, grade, residence and achievement level. The result showed that male, urban, higher-grade and better performed students had more positive attitude than female, rural, lower-grade and less performed students. As for the factors in science-related attitude, I categorized the factors into personal, environmental and pedagogical aspects, and found that psychological elements in all domains were most influential to students' change of science-related attitudes. It is interesting to note that students showed dichotomous views about experiment and that task-oriented instruction failed to enhance students' attitude. Based on the research findings, this study suggests effective instruction for improving students' attitudes and future research for science education.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.237-238
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• 2020

본 논문에서는 중학생의 인공지능에 대한 태도에 영향을 미치는 요인을 살펴보았다. 김성원과 이영준(2020)에서 개발한 중학생의 인공지능에 대한 태도 측정 검사 도구를 중학생에게 실시하고, 요인에 따른 태도 차이를 분석하였다. 중학생의 인공지능에 대한 태도는 성별에 따른 차이는 존재하지 않았다. 또한, 학년과 인공지능 교육 경험도 중학생의 인공지능에 대한 태도에 영향을 주지 않았다. 반면에 인공지능에 대한 직·간접적인 경험이 있는 중학생은 경험이 없는 학생보다 인공지능에 대한 태도가 긍정적이었다. 마지막으로 인공지능에 대한 관심이 높을수록 인공지능에 대한 태도가 긍정적으로 나타났다. 후속 연구에서는 중학생의 인공지능에 대한 태도를 긍정적 변화시키기 위한 교육 프로그램 개발이 필요하다.

• The Journal of Korea Assosiation for Disability and Oral Health
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• v.7 no.1
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• pp.1-10
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• 2011

The purpose of this study was to examine the general attitude of dental hygiene students toward the disabled and their oral care in an effort to improve their awareness of the disabled and their accessibility to them and suggest some of the right directions for dental hygiene education related to dental treatment for the disabled. The subjects in this study were dental hygiene students at three different colleges located in South Jeolla Province. The general attitude of the selected students toward the disabled and their oral care were investigated from November 1 to December 20, 2007. The findings of the study were as follows: When their general attitude toward disabled people was checked, they agreed the most that there was nothing that the disabled lagged behind nondisabled people. Those who felt the need for that took a more positive attitude in eight items, and the differences between them and the others were significant. Whether they were cognizant of the necessity of dental treatment education for the disabled made the most significant differences to each variable of their attitude toward the oral care of disabled people, and those who were aware of the necessity showed a more positive attitude in five items. The differences between them and the others were significant. The findings of the study illustrated that the dental hygiene students took a relatively favorable attitude toward disabled people's oral health care, and that they hardly felt a sense of distance to them. So it can be predicted that they will get to take the right attitude to them in the future. Yet the dental hygiene curriculum should give more weight to dental treatment education for the disabled and offer more relevant information, since they didn't get high scores on positive attitude.

• Journal of The Korean Society of Integrative Medicine
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• v.5 no.2
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• pp.71-81
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• 2017

Purpose: This study was conducted to investigate the level of nursing students' knowledge, attitude and behavior toward the elderly; correlations between the variables; and the factors influencing the behavior. Methods: Data were collected by 380 nursing students using a self-questionnaire from February 13th to 24th of 2017. Data were analyzed using t-test, one-way ANOVA, Pearson's correlation coefficients and stepwise linear regression with SPSS WIN 19.0. Result: The scores of knowledge, attitude and behavior toward elderly were 11.96 points (range 0~25), 4.51 points (range 1~7), 3.48 points (range 1~4), respectively. Significant differences were found in knowledge, attitude and behavior according to volunteer experience. There were positive correlations between the three variables. Factors influencing the behavior were volunteer experiences and the attitude toward the elderly, which explained about 17.7% of total variance. Conclusion: These results indicate a need to develop the gerontological nursing education program to lead to an increase of positive attitudes including volunteer work for the elderly. Accordingly, the program will help strengthen the nursing students' positive behavior toward the elderly.

• Research in Community and Public Health Nursing
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• v.9 no.1
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• pp.117-127
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• 1998

The Theory of Planned Behavior has been shown to yield great explanatory power in health behavior as well as social behavior. This study was conducted to test the Theory of Planned Behavior in the prediction and intention of smoking cessation behavior in university student smokers. We conveniently sampled 204 university student smokers and investigated using questionaries, analyzing the data with the Pearson product-moment correlation, and multiple regression. The results are as follows : 1. There are significant correlations in direct and indirect measures of attitude toward smoking cessation behavior, subjective norm, and perceived behavioral control. 2. Behavior belief is significant in predicting attitudes toward smoking cessation behavior. Normative belief is significant in predicting the subjective norm. Control belief is significant in predicting perceived behavioral control. 3. Attitude toward smoking cessation behavior, subjective norm are significant in predicting intention of smoking cessation behavior. In conclusion, this study demonstrated strong support for the Theory of the Planned Behavior and its use to predict smoking cessation behavior in university students smokers. But, as perceived behavioral control is not significant in predicting smoking cessation behavior, indepth research is needed to evaluate the usefullness of the Theory of Planned Behavior and Reasoned Action Theory.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.133-143
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• 2014

The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students' cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.848-859
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• 2008

The purposes of this study were to investigate the relationship between science achievement and student-related variables in the 2006 National Assessment of Educational Achievement (NAEA), the subjects of which included 3% of students within the entire population of the grades 6, 9 and 10. The results showed that the more they talk with parents, study by themselves, and read the books, the higher the students achieved in science. The science achievement was also significantly and positively related to self-regulated learning, adaptation to school life and attitude toward science. It is implied that the approach of stimulating internal motive such as interest, attitude toward science and human relations is more effective in resulting in the students' higher science achievement than focusing on external attitudes such as forcing good study habits.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.75-87
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• 2012

The purpose of this study is to find out the effects of internet resource-based problem-based learning on the academic achievement in science and the attitude toward science of elementary school students. One experiment class and one control class of grade 6 students were selected to perform a prior investigation on the academic achievement in science and the attitude toward science, then the experiment class attended 4 weeks of lessons that was applied the internet resource-based problem-based learning, and the control class attended the traditional lessons based on the guidelines of teachers. After conducting lessons, a post investigation was performed for each class and the results were analyzed to produce the following conclusions. First, the internet resource-based problem-based learning could be seen to be effective in improving the students' academic achievements in science. The internet resource-based problem-based learning seemed to make students recognize the lesson details better and grasp well the questions given during lessons from the process of finding solutions among many informations and data on the internet. Second, the internet resource-based problem-based learning had a positive effect on all attitudes' areas toward science of students. It looked like that the internet resource-based problem-based learning taught the students to use the internet resources and gave them a friendly feeling, so the children could actively participate in class and had positive recognition on science. Third, from teacher observation and the result of the student recognition investigation, we could know that the students showed lots of interests in the internet resource-based problem-based learning, and they were able to understand the scientific theories in the process of solving problems that were relevant to real life, and thought science in a positive way.