• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.157-170
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• 2017

Mathematics was the main domain of PISA 2012, and both paper-based and computer-based assessment of mathematics (CBAM) were conducted. PISA 2012 was the first large-scale computer-based mathematics assessment in Korea, and it is meaningful in that it evaluated students' mathematical literacy in problem situations using dynamic geometry, graph, and spreadsheet. Although Korea ranked third in CBAM, the use of ICT in mathematics lessons appeared to be low. On the other hand, this study focused on Singapore, which ranked first in CBAM. The Singapore Ministry of Education developed online programs such as AlgeTools and AlgeDisc, and implemented the programs in classes by specifying them in mathematics curriculum and textbooks. Thus, this study investigated influential factors on computer-based assessment of mathematics by comparing the results of Korea and Singapore, and aimed to provide meaningful evidence on the direction of Korea's ICT-based mathematics education. The results showed that ICT use at home for school related tasks, attitudes towards computers as a tool for school learning, and openness and perseverance of problem solving were positively associated with computer-based mathematics performance, whereas the use of ICT in mathematics class by teacher demonstration was negatively related. Efforts are needed to improve computer use and enhance teaching techniques related to ICT use in Korean math classes. Future research is recommended to examine how effectively teachers use ICT in mathematics class in Singapore.

• Korean Journal of Health Education and Promotion
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• v.1 no.1
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• pp.37-56
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• 1983

It is well known that smoking habit is hazardous to health, especially for juvenile. The present study on smoking behavior of high school students in Seoul has two major objectives. The first objective is to find out the smoking behavior of high school students in Seoul. Toward this objective, individual's smoking experience has been examined as ever smoking and never smoking. The second objective is to determine the variables associated with their smoking behavior at the individual, family and school environment levels. For the data collection, the survey was carried out for the four high schools in Seoul from September 15 through October 15, 1982. The major findings are summarized as follows: 1. Smoking behavior of the students 1) Out of 1,278 respondents, 30.2% of them were found to be current smokers and 29.3% of them were former smokers. This implies that around 60% of school students in Seoul have experienced smoking. 2) A significant differences in the current smoking rates between two types of the school students were shown as 19.3% for day-time school and 42% for night-time school. 3) In terms of the current smoking behavior, the students who don't live with parents were higher in smoking rate than those of the living with parents. 2. Attitudes and knowledge about smoking 1) Attitudes of students toward smoking in high school days were shown that around 17% of them agreed with it and around 64% of them disagreed with it. 2) Around 99% of the respondents answered that their smoking is harmful for health. A source of the information about negative effects of smoking on health was 'Radio and TV' (23.9%) as the most influential, 'school teacher' (20.9%), 'Newspaper' (18.2%) and so on. 3. Behavioral analysis for the current smokers 1) The factors affected for motivation in the first smoking were 'curiosity' (59.7%), 'temptation of friend' (19.7%), 'resistance feeling, (7.1%), 'merely interest and pleasure' (6%) respectively. 2) The time of the first smoking was 'third grade of Junior-high school' (31.5%) as highest, 'first grade of Senior-high school' (23.7%) and 'second grade of Junior-high school' (14.7%). 3) An average daily number of cigarettes consuming of current smokers was seven cigarettes. 4. Family and school-mates influences on individual's smoking behavior 1) The data revealed a significant relationship between student's smoking and their parent's smoking behavior. Around 75% of the students whom both parents are smoking have experienced cigarette smoking. It was found that the individual's smoking behavior was influenced by his sibling. Around 65% of the students whom brothers are smoking have experienced cigarette smoking. 2) The 'Smoking-Index' of friendship network or a group explained individual's smoking behavior in the group. The result of dyad analysis of smoking behavior in the friendship network showed that a high score of 'Smoking-Index' tended to be explained an adoption of smoking behavior at the individual level in the group. on the other hand, a low score of 'Smoking-Index' explained non-smoking behavior in the group.

• Journal of the Korean Home Economics Association
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• v.39 no.12
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• pp.1-14
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• 2001

The purpose of this study was to analyze the current states of interior design as a major at vocational high schools and to suggest ways in which it can be improved. Three hundred and four students and twelve teachers of two vocational high schools comprised the sample population for this study. Data was collected using two methods, questionnaires and interviews. Frequency distribution, mean, and chi-square tests were used to analyze the data. The findings of this study are as follows: The student respondents were more interested in studying residential design, furniture design and making, drafting and perspective drawing than other areas of study. Most teachers had difficulties teaching the subject of residential design because they were not well educated with this area. Surprisingly most students hoped to extend their education to a university or college after graduation, not to enter the workforce. According to teachers'responses, almost ninety percentage of students entered university or college. And more than two thirds of the students desired to study an interior design related major at the university level. Among graduates having jobs, half of them were working in interior design fields. If the students had to choose their jobs, they would work in interior design fields. The variables differentiating several related careers after graduation were school, grade, and sex. The students viewed interior design, interior coordination, and CAD related work as fields likely to enter upon graduating from vocational high schools; however, teachers viewed furniture making, interior accessorizing, and home fashion as fields more appropriate to the students'level of training. The teacher respondents criticized the textbooks in four categories; suitability with the students'level was average or below average; students'interest level and students'understanding level were average or above average; and whether the book was easy or difficult to be utilized for the purposes of teaching was also average or above average. The criticism was a little diverse depending on each book or each chapter. The teachers pointed out several problems using those books, such as insufficient examples or explanation, lack of coherence between some chapters, and an incompatibility with the allotted time frame in class. The merits of the textbooks varied such as a well organized structure, ability to generate students'interest. This study revealed that the strategy for improving the interior design major at vocational high schools should invoke, 1) dividing students into two groups-one to enter a university; the other to have jobs after graduation to focus their interests. 2) improving textbooks more appropriate to the students. 3) providing present teachers the opportunities for in-service training and hiring new teachers with credentials more suitable to educate students who desire to be interior designers.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.303-312
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• 2015

The purpose of this study is to analyze classroom norms formed in inquiry activities of elementary science classes and to consider about the actual problems in enacting school science inquiry. Focusing on the inquiry activity cases of two classes, the data were collected through classroom observation, student interview, teacher interview and questionnaires. Firstly, classroom norms were categorized into three categories theoretically: norms for behavior guidance; general academic norms; and scientific inquiry academic norms. The subcategory norms of each category were extracted inductively and the features, the causes of formation, and the influences on inquiry of each norm were also analyzed. Based on the analyses on classroom norms, the researchers identified three actual problems in enacting school science inquiry. First, the collective traits of school science inquiry caused structural problems in science classrooms. Second, teachers used their authorities in different ways according to phases of instructions. Third, the conflict cases were reported between general values for education and specific values for science inquiry. Educational implications are discussed in terms of the practices of school science inquiry and of the understanding classroom phenomena.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.527-538
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• 2016

The purpose of this study is to select the factors of 'Group scientific creativity' and to find out how 'Group scientific creativity' turns out in the creative problem-solving process of students. To select the factors that affect 'Group scientific creativity', this research extracted 27 influencing factors on the group creativity from the prior study and organized them according to opinions of education experts. To select factors that affect 'Group scientific creativity' in the creative problem-solving process of students, this research analyzed the group problem-solving process that has been done on 72 gifted students for two days. Main results of the study is as follows: First, nine elements such as scientific thinking, scientific knowledge, scientific information-processing capacity, motivation, challenge, age and gender, existence of diversity, creativity educational experience, and the group cohesiveness were selected as human factors. Four elements such as scientific communication skills, scientific inquiry process, autonomy, and leadership were selected as the combining factors. Also, three elements such as the learning environment, teacher types, and compensation were selected as the Environmental factors. Second, it was possible to find that the group scientific creativity influence factors affecting the creative process by analyzing the gifted students in creative-problem solving process. Based on these results, this study described additional points on the factors improving 'Group scientific-creativity.'

• Journal of the Korean Chemical Society
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• v.58 no.1
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• pp.118-125
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• 2014

This study purposes to historical approach the formation process of Nature-Study, and to re-evaluate its definition and direction at present. The idea of Nature-Study originated from Campanella, Ratke and Comenius, who emphasized real things. The idea developed through Object Lessons of Sheldon, the Natural History of Agassiz, and Progressivism of Parker. They acted as the main contributors who evolved the idea of Nature-Study and its core fields that involve: 'studying with real things' in Object Lessons which brought the methodical aspects to the idea, 'studying with nature' from Natural History that enhanced the content characteristics and 'learner-centered education' from Progressivism, which impacted the philosophical aspects. Straight (a fellow student of Agassiz) was a teacher for Sheldon Oswego normal school and Parker's Cook County normal school, who synthesized the fields together and paved the way for the formation of Nature-Study. Jackman of Cook Country normal school established Nature-Study as a school curriculum and Bailey and Comstock of Cornell University formed the American Nature-Study Society and as a result, Nature-Study started to gain popularity. However, many educators increasingly rejected Nature-Study as a unifying topic, and preferred the use of textbooks rather than firsthand experiences. This hindered the nature-study movement and it declined since the 1920s. But today, the Nature-study idea can play a huge role in developing science education, inclusive education centered nature, self-initiated retrieval, sympathy with nature and character building of students.

• Journal of Music and Human Behavior
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• v.10 no.1
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• pp.47-66
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• 2013

This study aimed to develop a music teaching-learning program for secondary students with intellectual disabilities in special education settings based on music therapy approach. Designed lesson plans included three learning domains based on the guidelines from 2008 amendments to the special education music curriculum: Perception, expression, and appreciation. Within the domains, instruction topics and its corresponding contents were re-structured as considered more appropriate and effective for implementing music classes for this population. With consideration of therapeutic goals as well as educational goals, student activities and teacher activities were designed and the activities were presented at three levels depending on students' functional levels. Integrating these instructional components into an actual plan, this study presented yearly (for 20 hours of classes) and monthly lesson plans. The developed lesson plans were reviewed and verified by related professionals including special class teachers and music therapists. As systematic and well-organized lesson plans, the results from this study would provide basic music education resources for students with intellectual disabilities in special education settings. It would also enable the discussion on the music therapy-based teaching-learning program as new methodological and strategic ideas applicable to future special education.

• Journal of Digital Convergence
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• v.16 no.10
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• pp.323-332
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• 2018

The Purpose of this study was conducted to identify the effects of self growth group counseling program on the self-esteem and adaptation to school life of middle-school girls. The data were collected between November 2 and December 28, 2017. A total 24 middle-school girls at K city were participated. The collected data were analyzed using frequency, mean and standard deviation, t-test. Main results of this study were the experimental group showed significantly(p<.01) better score in the self-esteem test than the control group after taking program. And, the experimental group showed significantly better score in the teacher-student relation test(p<.05) and school classes test(p<.05) than the control group after taking program. This results suggest that there is a significance in presenting scientific evidence of self growth group counseling program. In addition, this study suggests the necessity that the self growth group counseling program for a variety of teenagers develops.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.328-344
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• 2013

This study investigated the types of elementary science-gifted students' coping strategies and teachers' desired teaching strategies in anomalous situations. Their epistemological beliefs about science were then analyzed on the bases of the types. To do this, 5th and 6th year science-gifted students (N=72) were asked to respond to an open-ended question with some of them being interviewed deeply. The analyses of the results indicated seven types of coping strategies in anomalous situations and were identified as follows: Abandoning, asking a teacher for help, trying the experiment again with same methods, trying the experiments again with different methods, trying the experiment again after actively analyzing the causes, recognizing the experimental results, and explaining the experimental results. Seven types of teachers' desired teaching strategies emerged and were also identified as follows: Encouraging, providing successful experimental results, explaining, providing the opportunity for trying the experiment again with same methods, providing the opportunity for trying the experiments again with different methods, providing the opportunity and help for trying the experiment again after actively analyzing the causes, and providing the opportunity and help for explaining the experimental results. The fourteen types were grouped again into four categories such as 'transferring facts', 'constructing facts', 'transferring meanings', and 'constructing meanings' on the bases of the epistemological beliefs toward knowledge and the epistemological beliefs toward relation. Educational implications of these findings are discussed.

• Journal of the Korean Geographical Society
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• v.51 no.6
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• pp.893-914
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• 2016

This paper describes the development of an inquiry-based fieldwork program based on Yangdong village where students explore the ways that it can develop in a sustainable way. Important considerations in an inquiry-based fieldwork design include what the key inquiry questions should be, the geographical issues of fieldwork location, the potential roles of mobile technologies, design of learning activities and a final product, and the roles of a teacher. Student fieldwork activities, including mapping land-use changes at the building level, detecting what should be changed or remain the same, and conducting interview with residents to examine their perceptions of overall tourism impacts, are supported by mobile technologies (i.e., the Collector for ArcGIS and the Google Forms). Twenty one high school students participated in a field test of the program in February 2016, which allowed authors to evaluate the program. Students' pre-, in-, and post-fieldwork activities were observed and the data and final products which they gathered and producted were analyzed. The post-program survey indicated that the students deepened and expanded their understanding of Yangdong village and expressed their satisfaction with the program in general. Incorporating mobile technologies into inquiry-based geographical fieldwork can help students involved in collaborative problem solving and creative activities in real world settings and create a shareable multimodal product combining maps, photo, and text.