• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.174-182
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• 2000

In this study, the effects of grouping by communication apprehension level in cooperative learning strategy applied to general science class and the difference between high and low communication apprehension levels were investigated. Three classes (N=112) were randomly assigned to two cooperative and one traditional learning groups. Students in two cooperative learning classes were grouped into homogeneous and heterogeneous groups with respect to their communication apprehension levels based on the test score of students' communication apprehension. After the instructions concerning the matter for 11 class hours, achievement, self-esteem, motivation to learn science. and student's perception to lack about communication ability and expectation about receiving help in cooperative learning processes were examined. Two-way ANOVA results revealed that there were no main and interactive effects in the scores of the achievement test. However, significant main effect of the treatment was found in the scores of the relevance and the satisfaction among four motivation sub-categories. In post-hoc comparison, the scores of the heterogeneous group were found to be significantly higher than those of the control group. For expectation about receiving help in cooperative learning processes, the scores of the heterogeneous group were significantly higher than those of the homogeneous group. Students in high communication apprehension level had significantly lower self-esteem and more perception to lack about communication ability than students in low level.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.125-141
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• 2011

The purpose of this study is to investigate Home Economics(HE) teachers' perception of Home Economics curriculum perspective and their instructional culture, and to find out correlations between them. 210 questionnaires were used for analysis. The results are as follows. First, our research showed that the preferences of HE teachers with respect to curriculum perspectives were in the order of the interpretive, emancipatory, and technical perspectives. However, there was no consistency among findings in the preferences for the sub-elements of a curriculum. Second, our results indicated that HE teachers performed their role affirmatively in terms of instructional culture such as the 'cooperation between teachers', the 'class focused on student', and the 'learning materials preparation'. Third, there was a statistically significant difference in five elements such as the 'cooperation among teachers' between the HE teachers' curriculum perspectives and their instructional culture. Fourth, there was a statistically significant difference in the 4 factors of 'instructional culture' between the teacher group whose curriculum preference was clear and those group whose curriculum preferences was vague.

• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.1
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• pp.114-119
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• 2013

The superiority and safety of eco-friendly agricultural products are well-known. The purpose of this study is to provide fundamental data for creating a safe food culture, to improve the quality of school food services, and to increase student satisfaction with school food services. We compared the perception of eco-friendly agricultural products and food service satisfaction between students with and without exposure to a dedicated event for learning about eco-friendly products (an Eco-friendly Food Service Day) in elementary and middle school. When students were asked to define eco-friendly products, "organic products" was a highly frequent response in schools with an Eco-friendly Food Service Day, while "pesticide-free products" was a highly frequent response in school without this event. For most students, a factor in choosing eco-friendly products was a quality certification mark. Students from elementary schools with an Eco-friendly Food Service Day had a higher frequency of using eco-friendly agricultural products at home compared to students from schools without the event (p<0.01). In addition, the satisfaction with school food service was higher in schools with an Eco-friendly Food Service Day (p<0.05). These results suggest it is important to promote the use of superior and safe eco-friendly agricultural products while developing a variety of menus considering students' preferences.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.193-203
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• 2017

The purpose of this study is to analyze the perception of middle school teachers of character education and to suggest implications for middle school character education. A total of 161 middle school teachers in Korea were surveyed and their responses were analyzed by frequency analysis and descriptive statistical analysis on the approach to character education, problem of character education, general view on character education, constituent of character education program, and teaching and learning method, First, character education was intended to be carried out through life instruction and subject education. Second, the problem of character education is that it is not carried out properly because senior school is given priority. Third, the overall view of character education is becoming more and more problematic for the personality development of students. Fourth, character components to be taught in character education program are consideration, manners, self-control, and responsibility. Fifth, the teaching and learning methods for character education were ranked in order of reflection, mutual learning, experiential activities, and student centering. Sixth, the proper period of the character education program should be continuous throughout school life with consent for continuous and repetitive education. Based on this, it is suggested that it is more important to consider how to organize character education for guidance throughout life and for curriculum than to develop it as one time program.

• 대한공업교육학회지
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• v.42 no.2
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• pp.89-107
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• 2017

The purpose of this study was to analyze the perception of academic difficulties of middle school students and their influences variables in technology subject. The subjects of this study were middle school students in the whole country. A total of 420 students were selected considering the grade and area for the survey. The data were collected by mail and analyzed using SPSS 22.0K. The results of this study were as follows : First, The academic difficulties perceived by middle school students in the technology subject were recognized as normal. Second, Middle school students perceived it as a lack of experience (opportunity) in the technology domain as a cause of academic difficulties. Third, In the learning process, the female students were more difficult to understand the related terms and theories than the male students. In the problem solving activities, the female students were more difficult than the male students in identifying problems, designing solutions, selecting solutions, modeling, testing solutions, and correcting improvements. Fourth, the academic difficulty in learning technology lesson was difficult in terms of terminology, theory, and practice activities in the order of Second, Third, and 1st grade. Fifth, lack of understanding knowledge, confusion of contents knowledge, lack of technical interest, shortage of class hours, lack of understanding of evaluation criteria were all influenced by the difficulty of technical subject learning. Sixth, the academic difficulty influencing the problem solving process was explained by understanding comprehension, content knowledge confusion, technical interest, class time, understanding of evaluation criteria.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.275-284
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• 2018

This study was a descriptive study to investigate the effects of nursing students' consciousness of biomedical ethics, good death recognition, and self-esteem on attitudes toward withdrawal of life-sustaining treatment. The subjects of this study were 204 nursing students attending university. The data were collected from October 24 to October 31, 2017 and analyzed using the SPSS Win. 22.0 program. Attitudes toward withdrawal of life-sustaining treatment scored $2.97{\pm}0.29$ out of 4, $3.01{\pm}0.31$ for biomedical ethics, $3.24{\pm}0.38$ for good death recognition and $3.23{\pm}0.41$ for self-esteem. There was a significant positive correlation between attitudes toward withdrawal of life-sustaining treatment and good death recognition, and there was a significant positive correlation between attitudes toward withdrawal of life-sustaining treatment and self-esteem. As a result of multiple regression analysis, it was found that good death perception affected nursing students' attitudes toward the withdrawal of life-sustaining treatment. In other words, elevated perception of good death was associated with more positives attitudes toward withdrawal of life-sustaining treatment. Based on the above results, it is necessary to develop a systematic education program for nursing college students. In addition, this researcher proposes an in-depth study to explore the variables that influence nursing students' attitudes toward withdrawal of life-sustaining treatment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.12
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• pp.5958-5967
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• 2012

The purpose of this study is to build a bioethical foundation for Paramedic students by identifying and explaining the subjective types and structures of the students' perception on abortion using Q-methodology. Forty statements as a Q sample are selected from the literature and in-depth interview, and P-sample consists of twenty nine junior Paramedic students. The collected data is analyzed by using a QUANL program. The analysis identified three types of the paramedic students' perception on abortion: The fetus-oriented decision type, The mother-oriented active decision type(n=15), The Type(n=9),and mother-oriented passive decision type(n=5). The three factors all had eigenvalues greater than 1.0 and explained 61.3% of the variance in responses. Based on the result of this research, type 1 focuses on the importance of life, whereas other types seem to demonstrate a self-centered mindse that puts more importance on self than the fetus. Therefore, bioethics courses, especially ones that deal with abortion, are crucial to those paramedic students who handle the lives of others.

• Journal of Korean Library and Information Science Society
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• v.48 no.2
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• pp.73-97
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• 2017

School Library is both a space and a place. The difference between space and place is the same as in the difference between house and home. Space may be described in terms of physical shape. Place is concept that formulated by personal experience. The social and cognitive developmental stages of elementary, middle and high school students are different, so the placeness or sense of place may be different. The purpose of this study is to figure out the differences in elementary and secondary school student's formative factors of placeness and examine the process that those factors are connected to the results of the user behavioral intentions through the medium of place attachment, place value perception. The data are collected from 590 students and analyzed by SPSS 19 and AMOS 19. The results of this study are as follows. The physical, active behavioral and psychological factors affect on placeness formation of elementary and secondary school students in school libraries. Elementary school students are significantly affected more by physical factors, active behavioral factors than middle and high school students. This study confirmed the process that those factors are connected to the results of the user behavior through the medium of place attachment, place value perception.

• Journal of Digital Convergence
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• v.11 no.6
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• pp.299-309
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• 2013

The purpose of this study was to develop the method of distinction for sports gifted children, which evaluated as well as cognitive capability and physical fitness. For the validation verification of developed method, we measured physique, physical fitness and developed cognitive agility method for 369 children from 2nd grade to 6th grade. Results were followed as below: The frequency of success of sports gifted group was higher than normal group(p<.05). Total time for cognitive agility of gifted child's group in both sex were shorter than normal group(p<.05). There were no significant correlation between physique and cognitive agility time. 50m run and side step test had correlation with cognitive agility time in boys and girls(p<.05). In spatial skills, only higher tendency in sports gifted group showed. Cognitive agility had positive correlation with space perception in both boys and girls of upper grades. With theses results, we concluded that developed cognitive agility test might be synthetic evaluated method for cognitive agility as qualitative capacity for boys and girls in elementary school.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.621-635
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• 2010

Problem-based Learning (PBL) has been known as an effective strategy for dealing with various aspects of education such as the enhancement of students' motivation, interest in subjects, academic achievement, and cooperative abilities. However, PBL has not been widely implemented in secondary schools. The purpose of this study is to investigate secondary school teachers' perception of problem-based learning and their way of applying it. Data was collected through semi-structured interviews with nine secondary school teachers. Five of them had experience in implementing PBL, while four of them had interest in using PBL but had not yet had the experience. Different concepts were extracted and categorized. Nvivo 2.0 was used for analysis. The results were as follows: Changes in student attitude toward class, improvement on cooperation with others, self-regulated learning skills, and satisfaction from students' positive comments on PBL enabled teachers to become more enthusiastic and positive toward PBL. The stress of developing proper problems and the enormous amounts of time and efforts required in using PBL were shown as barriers for teachers in implementing PBL. However, some negative perspectives about PBL changed into positive after teachers experience PBL. By examining each teacher's way of implementing PBL, several teaching strategies suitable to their school systems were suggested.