• Journal of Environmental Science International
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• v.27 no.7
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• pp.519-529
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• 2018

With rapid economic growth, the urban environment has created a problem of human physical and mental illness. In order to solve these problems, urban forests have emerged as a way to mitigate the environmental risks through improving the polluted environment of the city and improve the quality of life. As the urban forests have expanded, the school forests movement has also been taking an important place recently. The study focused on the performance of school forests by comparing the perceptions among teachers and students about their functions. The questionnaire was composed of 4 questions concerning human matters, 10 questions for space recognition, 4 questions for thermal environment, 2 questions for health promotion, and 20 total questions for composition of survey items. The reliability of the school forest function, number of tree planting areas and quantities, the harmony of the planting, and the satisfaction of the school forest were analyzed in the questionnaire conducted by the school members. Although it does not recognize school forests, it has a positive response to the green space that is built outdoors. It is considered that outdoor education and environmental education are sufficient in school forests and green spaces. The results showed that the outdoor green space was more satisfactory when compared with the general school. Teachers and students' preferences were similar to 'seasonal changes' and' trees of various colors and shapes'. The reliability analysis between each item shows that the coefficient for cronbach's ${\alpha}$ was .700 to .834. The purpose of this study is to identify the perception of forest function among school forest members and to utilize them as a basic data in the future.

• Journal of the Korean Chemical Society
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• v.51 no.5
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• pp.433-446
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• 2007

The purpose of this study was to examine the effect of Small-Scale Chemistry(SSC) lab program on the academic self-efficacy and the science-related affective domain of 11th grade science-majored students. For this study, a SSC lab program was developed on the basis of analyzing the textbook of high school chemistry I in the 7th curriculum, and the experimental group was received SSC experiment lessons(SSC group), and the comparison group was received traditional experiment lessons. After students were grouped high and low level according to the students' prior science achievement score, the differences between the two groups were investigated using 2-way ANCOVA. From the result of this study, we found that the SSC lab program was more effective than the traditional Large-Scale lab program based on the textbook in academic self-efficacy. And the scores of interest toward science-related careers and creativity for the SSC group, which are subcategories of science-related affective domain were significantly higher than those for the comparison group. In students' perceptions on the SSC lab program, majority of students thought that the SSC lab program was convenient, effective and interesting.

• Journal of Digital Convergence
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• v.21 no.3
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• pp.15-22
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• 2023

This study is a case study designed to create and implement a project-based introduction to nursing science, with the aim of analyzing students' experiences and perceptions following its implementation. The study targeted a total of 95 nursing students at G University in S City who enrolled in the introduction to nursing science course in 2021 and 2022. Data collection took place from September 2021 to December 2022, and data analysis involved examining reflective journals submitted by students after completing the project activities, using content analysis. The research results revealed four categories and nine themes. The four categories were 'Making Challenging Studies More Accessible,' 'Engaging and Enjoyable Learning Experiences,' 'Enhanced Teamwork,' and 'Presentation Limitations.' The project-based learning method was found to be effective and applicable in nursing education, demonstrating positive effects on students' attitudes and learning outcomes. However, since the study focused on students from a single university, it is suggested that future research include repeated studies and extend the application to other nursing courses to validate its effects.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.593-599
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• 2014

The purpose of this study is to figure out the influence on the students' achievement of the cognitive and the affective domains by descriptive items assessment of teacher or peer and to obtain implications by analyzing the students' satisfaction and the reliability of the assessment. For this purpose, two classes of 11th grade students located in a small city were selected and took an exam related to the cognitive and the affective domains before and after the assessment. The assessment activities were carried out during 10 lessons and the teacher gave feedback to the students of the teacher assessment class in the lessons. In the peer assessment class, a small-size student group discussion and feedback were given to the students after the exam. The results show that higher level achievement group students represented relatively positive satisfaction on teacher assessment, and lower level achievement group students represented positive satisfaction on peer assessment. In spite of the same marker list, higher level achievement group students represent relatively high reliability than lower level achievement group students. The lower level achievement group students in the peer assessment class got statistically meaningful improvement of achievement than the students of teacher assessment class. The peer assessment activity was positively influenced on the affective domain of the lower level achievement group students, especially signigicant meaning of statistics was found on the students' perception about science.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.607-633
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• 2016

Teachers and students tend to perceive mathematics irrelevant with character education. Since there has been no teaching of cross-curriculum characters education in mathematics classrooms, this research was to look for the possibility of teaching the character education in mathematics. Through the pilot study, trying to rebuild character factors based on Moon, et al,(2011), the researcher applied them to developing 8 lesson plans and carried them to 12th graders of the high school in March and April, 2014 using pre and post tests. Based on statistically significant difference with the level of p<.05, in "relation with me", for 'appointment' in the pretest, the students of natural science(SNS) exceeded, but in the posttest the students of humanities(SH) exceeded. In "relation with the other", in the posttest, for 'forgiveness' and 'responsibility' SNS, but for 'ownership' SH exceeded. In 'relation with a group' in the pretest for 'community spirit' SNS, and in the posttest SH exceeded. In the pretest in this study SNS naturally perceived the value of character education in math classes since they were closer to mathematics but after the experience through character education with cross-curriculum factors, SH perceived its importance expecially 'appointment', 'ownership', and 'community spirit' more than SNS so that we could predict the possibility of teaching cross-curriculum character factors in mathematics even after they had preconception as a high school student.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.363-377
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• 2019

This study reveals the aspects of subjectivity in the test results in a science-specific aspect when assessing science-related affective characteristic through self-report items. The science-specific response was defined as the response that appear due to student's recognition of nature or characteristics of science when his or her concepts or perceptions about science were attempted to measure. We have searched for cases where science-specific responses especially interfere with the measurement objective or accurate self-reports. The results of the error due to the science-specific factors were derived from the quantitative data of 649 students in the 1st and 2nd grade of high school and the qualitative data of 44 students interviewed. The perspective of science and the characteristics of science that students internalize from everyday life and science learning experiences interact with the items that form the test tool. As a result, it was found that there were obstacles to accurate self-report in three aspects: characteristics of science, personal science experience, and science in tool. In terms of the characteristic of science in relation to the essential aspect of science, students respond to items regardless of the measuring constructs, because of their views and perceived characteristics of science based on subjective recognition. The personal science experience factor representing the learner side consists of student's science motivation, interaction with science experience, and perception of science and life. Finally, from the instrumental point of view, science in tool leads to terminological confusion due to the uncertainty of science concepts and results in a distance from accurate self-report eventually. Implications from the results of the study are as follows: review of inclusion of science-specific factors, precaution to clarify the concept of measurement, check of science specificity factors at the development stage, and efforts to cross the boundaries between everyday science and school science.

• Journal of Science Education
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• v.39 no.2
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• pp.133-150
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• 2015

The purpose of this study was to investigate the suitability of elective of the 2009 revised high school science curriculum. This study surveyed 911 students in 126 high schools by using proportionate stratified sampling. Each participating students carried out the on-line survey comprising 13 items about personal and academic suitability. The result of analyzing the response of the questionnaire were as follows. First, there were deviation of study-load, depth, difficulty, etc. between science elective I and II. Second, even though 'science' subject was developed as a subject for improving scientific literacy, it was found that it was considered difficult next to Physics I. Besides, it showed 'science' subject could not function properly to improve the ability to communicate. According to the results of analyzing the degree of interest in science elective, it can not be determined 'no interest in subject' is from the reason of difficulty or large amount of contents to memorize. The results of this study will be useful to provide suggestions for the improvement of next high school science curriculum and textbooks.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.344-351
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• 2019

The purpose of this study was to obtain the basic data for developing more advanced courses on character education by surveying and analyzing the perception and demands of character education of university students and further, to provide useful information for creating institutional protocol on character education. The study was conducted from April 2018 to May 2018 on students attending the departments of non-health science and health science university students. A total of 206 students participated in this study, and all the students in the non-health science and health science departments were found to be highly aware of the need for character education, its importance and the possibility of personality development through learning. Students from all the departments showed high levels on average in terms of self-understanding according to their personality abilities, and especially their high levels of 'consideration' and 'responsibility'. For the differences in perception of self-efficacy, the lowest level of recognition was for 'will' and the average values were not high. In their response to personality level, all students answered that their personality was 'high' (42.1%), and that the personality education courses at the schools they are currently attending were 'not satisfied' with both the non-health science and health science students. As a result, there were higher results overall for the health science students than that for the non-health science students, but there were not many significant differences. To this end, education institutes will have to prepare conditions for university students to cultivate their expertise in character, while at the same time helping them grow into human beings with the qualities demanded by society. In addition, the government should establish curriculums and content by accurately identifying the needs of character education and devising concrete measures for their implementation, and by more faithfully considering quantitative and qualitative context types for the content base of character education.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.587-597
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• 2017

If we, as educators, want to put students at the center of learning in science classroom, we must let students express their voices and exercise authority. To do this, we developed a classroom activity about 'Making a pet poster', and then we explored how elementary school students perceived their roles and expressed their authority during this activity. Fourth grade students from an elementary school in the city of Seoul participated in the activity, which was videotaped and recorded. We found that students expressed their epistemic authority differently in small group activities and in whole group discussions. In small group activities, they desired to show their authority as "pet experts" by using and selecting various resources from their everyday lives and transforming those resources into suitable forms in public spaces. Meanwhile, in whole group discussions, participants were classified as either presenters or audience members to verify their authority in regard to the pet poster activity; presenters desired to achieve recognition as "pet experts," and audience members assessed the presenters as "testers." In addition, they expressed authority as teachers by leading the whole group discussions. Based on these findings, this paper suggests the implications for new educational strategies to foster a student-centered learning environment.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.541-559
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• 2016

This study investigated a relationship among facilitating discourse, students' perceived challenge, and learning outcomes(persistent intention and learning achievement) in an online science gifted education program. Two hundreds and forty-two middle school students participated in the study. A survey questionnaire which was consisted of 6 items of facilitating discourse from teaching presence questionnaire(Shea, Swan, & Pickett, 2005) and 5 items of challenge from Student Perceptions of Classroom Quality(Gentry & Owen, 2004) was administered. First, the findings of this study showed that students' perceived facilitating discourse as a part of teaching presence was positively related to students' perceived challenge in an online course. Second, students' perceived facilitating discourse were positively related to persistent intention, but were negatively related to students' achievement. Third, students' perceived challenge was positively related to persistent intention and achievement. Finally, challenge mediated the relationship between students' perceived facilitating discourse and persistent intention, and the relationship between students' perceived facilitating discourse and students' achievement as well. This results suggested that online program should be designed to increase the levels of facilitating discourse.