• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.228-238
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• 2010

The purpose of this study is to examine the effects which applies teaching program that search solution to prevent global warming in middle school gifted class. This program of total 10 class was theoretical and experimental class and the students presented after collecting the synthetic data about climate-change and roleplayed what they debated to firm their country's opinion about Kyoto Protocol. Finally, students as policymaker made mock Kyoto Protocol by discussion. Impression papers and images about climate-changes was made by students in last class. In discussion of making up mock Kyoto Protocol, developed and developing nations had an argument about carbon dioxide emissions because of their economic benefits. In the course of allocating mutual $CO_2$ reduction, they needed yield and negotiation among nations. Although they mainly took passive position about $CO_2$ reduction, atmosphere that all the country make greater effort for the future global environment was formed. Like this, students had more concepts over climate change by making mock Kyoto Protocol. And they could equipped global scientific literacy and responsibility by participating in social decision making process of solving global environmental issues.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.1-14
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• 1991

The objectives of the study is to examine students concepts changes using a longitudinal study. The study compared two data sets collected in 1989 and in 1990 using the same instrument and subjects. The first data set was collected by Ahn(Ahn, 1989). In the study, students' patterns of misconceptions were examined in the following aspects : 1) Comparison of the students' misconception before observation of actual phenomenon in the first data between the two data sets. 2) The analysis of the patterns of students misconceptions of the second data set In terms of students' patterns of conceptual change before and after observation in the first data set. In the study, overall patterns of students' misconceptions appeared in the second data set were similar to those of the first data set ; however, about 40% of individual student's patterns of misconceptions were changed. Even the students who changed their opinion from misconception to scientific by observing the give phenomenon in the previous study(the first data set) returned to their original misconception after one year. The researcher interpreted this phenomenon in terms of the characteristics of the three kinds of cognitive conflict suggested by Kwon(Kwon, 1989).

• Journal of the Korean Home Economics Association
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• v.37 no.11
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• pp.97-113
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• 1999

The purpose of this is to analyze the perception of sex image by feministic fashion based on the theory of feminism, which has been developed since the 1960’s. Feministic fashion is divided 8 style and analyzed. For this study, surveying photo of feministic fashion and making out questionnaires. The data was collected from 391 university student(184 male, 207 female) living in Taegu and Kyoungpok and is analyzed by factor analysis, t-test. The result are as follows: 1. The Tendency of perceiving Feministic Fashion’s Sexual Image Male had more positive view on the sexual image of see-through and Body-conscious styles than female. And male showed more negative view on the sexual image of lingerie, punk, madonna or disorganized style. There was no significant difference between male and female in their opinion on the sex appeal of fashion that exposed some physical part. Concerning the sexual image of unisex mode, both male and female had an idea that it had nothing to do with sex appeal. Regarding the preference for sex-expressive fashion, they favored see-through and Body-conscious styles most. 2. In relation to clothing behavior toward sex-expressive fashion, both male and female generally revealed a negative view on fashion that exposed physical part and provoked an impression of keen sex appeal. 3. Sexual perception degree about the body, in physical exposure, that physical part from which they felt sex appeal most was the breast. What they most wanted to emphasize was the breast, too. As a physical part that caused their rejection symptom and made them feel hatred both and female pointed out the hips.

• Korean Journal of Clinical Laboratory Science
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• v.50 no.3
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• pp.289-296
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• 2018

Opinions regarding interdisciplinary unification of medical laboratory science were analyzed by an online questionnaire distributed to 255 professors and 4,000 hospital practitioners in January of 2018. The recovery rate was 79 (30.9%) for professors and 1,368 (34.2%) for hospital practitioners. In the perception survey on the duality of interdisciplinary, both the professors and the hospital practitioners reported that they felt interdisciplinary integration is necessary. The prerequisite of four-year integration was the establishment of institute of accreditation and standardization of curriculum, and the requirements for the four-year integration were considered important for adjustment of student quota and standardization of curriculum. In the four-year integrated approach, the opinion that only universities that passed the accreditation evaluation should operate a four-year system was highest among professors and hospital practitioners. The optimum capacity of university students was less than 40 in cases of 4-year integration. In conclusion, the above results suggest that the professors and hospital practitioners realize 4-year interdisciplinary integration is necessary to produce a competent medical technologist, and the institute of accreditation, standardization of curriculum, and student quota adjustment should be presupposed for 4-year integration.

• Journal of Korean Ophthalmic Optics Society
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• v.18 no.4
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• pp.413-428
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• 2013

Purpose: The purpose of this study was to evaluate students and optometrist opinion of the usefulness of different subjects of optometry curriculum.This date will then be used as base-line data during a process of curriculum development Methods: 292 of ophthalmic optic's students and 123 of optometrists were surveyed in the usefulness of curriculum (five-point scale) followed by statistical analysis of the results. Results: Optometrists gave a higher average score for curriculum usefulness (3.89) than the students (3.71). The subject which showed the highest usefulness for the student was optometry (4.55) but clinical practice was the highest for the optometrist (4.48). There was significant differences (p<.05) on optics, ophthalmology, basic science, optometrist related subject and foreign language but optometry and contact lenses showed high usefulness in common without significant difference. The usefulness of subject for the student showed significant difference according to gender, grade, age, and desired working place and has demonstrated significant difference depend on gender, age, scholarship, total working experience as an optometrist, workplace, and position for optometrists as well. Conclusions: It is necessary to continue research for the development of standard and bench-marked curriculum for ophthalmic optics and also the curriculum, which reflecting the usefulness and needs obtained from ophthalmic optics' students and optometrists need to be developed.

• Journal of the Korean Society of Food Culture
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• v.22 no.3
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• pp.342-352
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• 2007

We investigated the intake trends of street foods for middle school, high school and colleges students through the survey study. In addition, the factors affecting the students' consumption of street foods and their perception toward hygiene status of street vendor were studied. The levels of total aerobic bacteria, coliform groups and enterobacteriaceae in Kimbab, eomuk, and eomuk-kukmul were counted using 3M petrifilms. More than ninety seven % of the respondents had experienced street foods. All the respondents ate street foods 1 to 5 times a month. Forty percent of the respondent stated that 'good taste' and 'time-saving convenience' were their reason for eating the street foods. Their favorite foods were ddokbokgi and various fried foods. All the students responded that frying oil, drinking water, and soy sauce as well as the street vendors' attire and their cooking tools in street vendor were unsanitary. Forty percent of the respondents ranked frying oil as the most unsanitary substance. Eighty percent of the respondents responded that an enforcement of hygiene should be imposed on the street foods vendor. There were significant differences (p<0.001) among the student's age in the opinion related to the reasons of eating street foods, hygiene enforcement, existence of street foods and interest of hygiene status of street foods. High correlation (p<0.05) between the frequency of street foods and snack intakes was shown, regardless of student's age. The result shows that those who eat snacks more than once a day tend to eat street foods more frequently. Aerobic plate counts in Kimbab in 5 different vendors exceeded 10$^5$/g and contamination levels of enterobacteriaceae or coliform in Kimbab exceeded more than 10$^3$/g, which did not satisfy the microbiological standards. In conclusion, although the respondents thought that the sanitation of street foods was poor, most of them want the street food vendor to be maintained with better hygiene condition. This indicated that the regulation for safe street foods should be enforced and educational information about the preparation and serving for safe street foods should be provided to street food vendor.

• 대한공업교육학회지
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• v.43 no.1
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• pp.114-133
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• 2018

The purpose of this study was to develop an observation and analysis instrument for invention educational activities for monitoring and improving the educational activities of inventions. For this study, a draft of observation and analysis instrument was developed through review of literatures. It was validated through opinion gathering from 10 experts of invention educational expert opinion convergence based on the content validity index (CVI) of Fehring (1987). The results of the study were as follows: First, the frame of observation and analysis of the invention education activity consists of three dimensions of observation object, observation phase and observation contents. Second, the instrument for observing and analyzing invention education activities are composed of analysts, observation subjects, observation class contents, teacher observation and analysis, student observation and analysis, educational environment and task observation and analysis. Third, the developed tools were designed to describe opinions and general opinions about individual observation factors besides the 5 - point Likert scale. Through this, it is expected that educational activities will be improved in addition to qualitative evaluation through monitoring of future invention education activities.

• The Journal of Korean Society for School & Community Health Education
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• v.1 no.1
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• pp.95-106
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• 2000

The purpose of this study was to be of use for the preparation of more desirable sex education system at elementary school, by making content analysis of the current textbooks related to sex education and surveying what opinions the persons concerned had about it. The purpose of this study were as follows; Elementary school textbooks were analyzed to find out what kind of sex education was included in them. And questionnaires on how to improve school sex education content were prepared, by which 207 male and female teachers were surveyed in the city of Paju and Koyang, Kyonggi province. The conclusions were as follows; 1. Content Analysis of Textbook Sex Education The content related to sex education was relatively much included in textbooks of the right life, morality and physical education. Although morality was a subject to be instructed for the third-grade students or older, elementary school students virtually received sex education from the first grade, as the right life and the joyful life were a subject for the lower-grade students, and this met the goal of sex education or the need of the times. However, sex education content leaned heavily toward family, family life or parental love. There was no mutual complement among subjects, and no link among grades, either. 2. Teacher Opinion on Sex Education Content for Each Grade When the subjects were asked about if sex education content was appropriate for each grade, they answered 20 items should be more emphasized and 6 items might be left out. And there were 6 items regarded by them as one that should be rearranged in consideration of grade. 3. The Ideal Opinion of Sex Education Content The following model could be recommended for elementary school sex education, which was designed to meet the objectives of school sex education as much as possible and to offer a systematic link among grades, based on the findings by textbook analysis and Questionnaire survey, and on elementary school sex education materials recommended by the Ministry of Education: The content selected for the first grade of elementary school was my body, cleanness of genitals, male-female cooperation, and family cooperation. For the second grade, the selected content was male-female physical difference, male female psychological difference, parental and I(origin of a birth). For the third grade, the selected things were important a body(cleanness of genitals), birth of a life, and male-female comprehension and cooperation. For the fourth grade, the selected things were physical development, management of genitals, physiology and management of menstruation, propagation and growth of organism, concern for the other sex, comprehension of and cooperation with the other sex, and prevention of sexual violence. Four the fifth grade, the selected things were secondary sex characteristic, physiology and management of menstruation, operation for phimosis, understanding of seminal emission, structure and function of the genital organs, birth and growth of a baby, television/sex information, and mass communications/sex information. For the sixth grade, the selected things were secondary sex characteristic, understanding of seminal emission, male-female cooperation, male and female role, male-female manners, mass communications/sex information, family and family life. Finally, what should be taught in sex education must be studied constantly, as it should be revised or supplemented periodically, according to student's sexual maturity or social, cultural changes.

• The Journal of Korean Philosophical History
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• no.28
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• pp.417-445
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• 2010

There are a few changes about Wangshouren's main tenet during the process of giving lectures. because of the reason that Wangshouren give lectures changed to different disciples, so every student had his different opinion and comprehension do Wangshouren's learning, which is the main reason that Wangshouren's disciples had occurred a difference. In the thinking field of later-Ming, there had occurred a furious argument surrounding the problem of "the Heart is no Goodness and Badness or not", and how to cure the harm of the Xinxue also had become a key issue to the two sides of argument. The donglin school that Guxiancheng was its delegates made a contest with the Xinxue's scholars that Zhourudeng and Guanzhidao were that delegates, which evolved surrounding that issue that "the nature is Good" and "the Heart no Goodness and Badness". In these arguments, the two sides often persist on their own opinions, but hadn't a right understanding for Wangshouren's original meaning. Liujishan and Huanglizhou thought that the meaning of the words "the Heart no Goodness and Badness" was that the Heart have no the intention of Goodness and Badness, not that the Nature was no Goodness and no Badness. So that the opinion of "the Heart no Goodness and Badness" was not the main idea of Wangshouren. Wangji hadn't got the whole meaning of the Four Sentences. Liujishan and Huanglizhou wanted to make a new explaination to Wangshouren's ideas according to literatures and theory.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.457-476
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• 2009

The research aimed to investigate characteristics of middle school students in a biology class as science gifted education in terms of self-regulated learning abilities, personality traits and learning preferences. The twenty subject in the study responded to questionnaires of a self-regulated learning ability instrument, a personality trait tool, and a learning preference survey in March, 2009. It was found that the research subjects showed higher levels of cognitive strategies, meta-cognition, and motivation than those students in a previous study(Jung et. al., 2004), while environment was opposite. The level of cognitive strategies was significantly correlated with meta-cognition(r=.610, p=.004) and motivation (r=.538, p=.014) and meta-cognition with environment(r=.717, p=.000). Those students who showed highest levels of self-regulated learning ability displayed various personality traits. One male student with the highest level of self-regulated learning ability showed a personality of hardworking, tender-minded, and conscientious traits and wanted to be a medical doctor. The female student with the second highest level of self-regulated learning ability presented a personality as creative, abstract and divergent thinker and she showed a strong aspiration to be a world-famous biologist with breakthrough contribution. The five students with highest levels of self-regulated learning ability showed a common preference in science learning: they dislike memory-oriented and theory-centered lecture with note-taking from teacher's writings on chalkboard; they prefer science learning with inquiry-oriented laboratory work, discussion among students as well as teachers. However, reasons to prefer discussion were diverse as one student wants to listen other students' opinions while the other student want to present his opinion to other students. The most favorable science teachers appeared to be who ask questions frequently, increase student interests, behave friendly with students, and is a active person. In conclusion, science teaching for the gifted should employ individualized teaching strategies appropriate for individual personality and preferred learning styles as well as meeting with individual interests in science themes.