• Journal of Families and Better Life
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• v.24 no.5 s.83
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• pp.69-87
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• 2006

This article attempts to explore how the women retirees under study were able to continue work until retirement. This study used life histories, especially focusing on daily working lives, and uncovered a number of key issues through in-depth interviews. The main results are as follows: Firstly, the women retirees examined here had been raised as highly educated people, and their strong educational background was a base component for them to have relatively secure careers. Their parents had also supported practically the women retirees during their working lives. In addition, the women retirees had to can out the roles of 'provider' for their original families, procreation families or in-law families, even though they were not given the recognized roles of provider. Secondly, the women retirees had a private infra system to support them with housework and child care. In addition, because they were financially able to employ housemaids, the women retirees did not experience conflicts with their husbands, who took on a neo-traditional sex role. Finally, thanks to relatively good working conditions such as having vacations and being able to come to and leave the office on time, the women retirees were able to continue work until retirement no mean feat in a society which openly practiced gender discrimination.

• Journal of Engineering Education Research
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• v.23 no.1
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• pp.10-25
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• 2020

This study was conducted to identify the causes of academic weakness and to find the ways to cope with it for the students majoring in science and engineering at the top university in Korea. For this purpose, a questionnaire was conducted for students who experienced academic warning and poor academic performance at A university, and a total of 207 students responded. The results were divided into two groups majoring in science and engineering or not and the characteristics and differences of each group were analyzed. In addition, in-depth interviews were conducted with five students who had experienced academic warning and poor academic performance. As a result, the group majoring in science and engineering had a relatively low level of difficulty in forming interpersonal relationships and relatively high degree of participation of activities in their departments. The group majoring in science and engineering have a tendency to choose careers that are connected with their majors, and therefore, their response was relatively low due to lack of career goals. However, the group majoring in science and engineering had difficulty in academic performance due to the difference in basic courses and the level of recognition about self-learning strategy needed for university study was relatively low compared with the group majoring in non-science and engineering. When they experienced academic problems, they said that their interest, support, and positive feedback from professors helped them recover their motivation and continue their studies. Through these results, it was confirmed that intervention and support are needed considering the academic situation and characteristics of the students majoring in science and engineering.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.332-348
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• 1995

The use of attitude as a psychological concepts dates back to 1918(Thomas and Znaniecki). Assessment of attitudes has been conducted by a number of researchers since then in a wide range of contexts: religion, government, industry, community interrelations, and education; and sociology and psychology. In science, the number of research summaries and meta-analyses points to the significance of the concept of attitude toward science. However, in spite of the wide spread use of attitude assessment in science, many of the existing instruments have severe limitations. Those limitations serve as the rationale for the construction of a new instrument to assess attitudes toward science The term "attitude" and "science" are somewhat ambiguous, taking on different meanings for different people in different contexts. Very often an assessment includes several dimensions of attitude and, therefore, provides no clear idea of what was really measured. As a result there is no consistency with respect to the construct among attitude instruments. To clarify this issue, Gauld(1982), Munby(1983a, 1983b), Blosser(1984) and Haladyna and Shaughnessy(1982) offer some guiding descriptions. Attitude as it relates to science is divided into two areas-scientific attitude and attitude toward science. Scientific attitude refers to a particular approach a person assumes for solving problems, for assessing ideas and information, and for making decisions. It includes such scientific methods and predispositions as objectivity, suspended judgement, critical evaluation, and skepticism. Munby(1983a, 1983b) characterized scientific attitude as thinking as scientists do, that is, acting on evidence in a disciplined way. Attitude toward science. on the other hand, may address scientific attitudes, scientists, scientific careers, methods of teaching science, scientific interests, parts of curriculum, or the subject of science in the classroom (Blosser,1984). It may refer to belief about processes, theoretical products, technological products, or the science-technology relationship (Munby, 1983).

• Journal of the Korean Institute of Educational Facilities
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• v.25 no.4
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• pp.19-30
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• 2018

The school classroom is a common living place where students spend 7 to 14 hours a day to prepare for their careers. Therefore, if the ventilation of the classroom is not properly performed, it may lead to the deterioration of learning ability due to the unclear air. The concentration of carbon dioxide in the classroom is reported to be high, and the increase in carbon dioxide concentration has a negative effect on the learner's academic performance. In this context, the purpose of this study is to propose a methodology for intelligent and responsive window opening-closing operation process that can reduce the concentration of $CO_2$ in the classroom in order to build a support space that can create an effective teaching-learning environment for adolescents. The specific objectives are as follows. First of all, we define the concept of window opening-closing operation. Secondly, twe develop the operation process of window opening-closing. Thirdly, we develop an algorithm for real-time window opening and closing (process) (Window Opening-Closing Operation Process). Finally, we verify the intelligent responsive window opening-closing operation process through developing examples of window opening-closing operation process using the parametric design program. This study is a preliminary study to develop algorithms necessary for window opening-closing operation. Based on the first-order algorithm, We simulated window opening-closing operations according to a hypothetical scenario. As a result, This study can show that the window is open and close depending on the $CO_2$ concentration, but the $CO_2$ concentration in the room is higher than outdoors. Consequentially, we suggest that it is necessary to develop an algorithm to supplement these results because window is often not working when the temperature difference between indoor and outdoor in winter is large.

• Korean Medical Education Review
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• v.23 no.1
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• pp.46-55
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• 2021

Since the emergence of coronavirus disease 2019 (COVID-19), medical schools have experienced a sudden, full-scale transition to online classes. As the COVID-19 pandemic continues, it is important to evaluate current educational programs and to assess their implications. This study explored perceptions of online classes and learning behavior among medical students. Twenty preclinical medical students were interviewed in focus groups for 2 months. They generally expressed positive perceptions about online classes, and in particular, positively assessed the ability to lead their individual lifestyles and study in comfortable environments with fewer time and space constraints. Students thought that the online environment provided a fair chance of facilitating positive interactions with the professor and considered communication with the professor to be an important factor only when it was related to the class content or directly helped with their grades and careers. Students also had negative views, such as feeling uncertain when they could not see their peers' learning progress and assess themselves in comparison and feeling social isolation. Learning behaviors have also changed, as students explored their learning styles and adapted to the changed learning environment. Students expanded their learning by using online functions. However, students sometimes abused the online class format by "just playing" the lecture while not paying attention and relying on other students' lecture transcripts to study. The results of this study are hoped to provide a useful foundation for future research on online class-based teaching and learning.

• 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.30 no.1
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• pp.42-53
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• 2010

Identifying students' misconceptions by teachers is the primary step in using constructivist teaching strategies. We investigated how secondary science teachers were aware of students' misconceptions about the particulate nature of matter and analyzed the total number of differences of predicted misconceptions by their background variables. We also investigated how they addressed students' misconceptions in their instruction, and how necessary they thought it was to identify students' misconceptions for teaching science concepts. A survey was administered to 87 science teachers at 28 middle schools in Seoul. Teachers' predictions were compared with the misconceptions of 240 seventh-grade students. The teachers, as a group, identified almost all the misconceptions held by the students. However, they were unable to predict which types of misconceptions were more frequent. The total number of misconceptions predicted by the teachers who had careers of less than 10 years, possessed Master's degrees, or majored in chemical education was significantly higher. Although most teachers stated that knowing students' misconceptions was needed for their instruction, they rarely and simply addressed them in their instructions. Many techers faced misconceptions in classroom activities, and only few teachers found them through publications relating to students' misconceptions, teacher preparation courses and/or in-service training programs. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.571-581
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• 2014

This study aims to investigate how high school teachers and students perceive the purpose of science learning. Participants were high school science teachers and students from one hundred and sixty high schools nationwide, which were selected through proportional stratified sampling method. Teachers and students responded on open-ended questionnaires about the purpose of science learning. The data were analyzed using the semantic network analysis method. Our study illustrates three major finding: First, teachers recognized the intrinsic value related to cognitive domain as the more important purpose of science learning, while students recognized the extrinsic value related to personal usefulness domain as more important. Second, teachers' responses were significantly different depending on the teaching career. Beginning teachers believed both intrinsic and extrinsic values were equally important, while experienced teachers believed the cognitive domain about understanding of scientific knowledge was more important than intrinsic values. In other words, the differences in perception of the purpose of science between teachers and students, the experienced teachers is greater than the beginning teachers. Finally, students' responses were different depending on their academic track. Humanity major students recognized that learning science made their everyday-life easier while science major students recognized that learning science should be related to their future careers. In conclusion, the results of this study is expected to be of use as the basic data to identify the characteristic of teachers and students related to science.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.5
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• pp.180-187
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• 2021

Many young people, who are most affected by TV audition programs and the K-pop craze, have begun to choose careers in music. They attended music classes through academies or took private lessons, and then went on to a college's practical-music department. As the number of applicants increased, competition for university practical-music programs increased abnormally. As a result, many students then started learning music at an early age through private educational institutions and academies. Afterwards, as high schools related to practical music began to appear, the number of students entering practical-music high school and technical schools increased. However, a big problem in practical-music high schools was difficulty in finding professional teachers who majored in music. This arose because it was difficult for someone with a practical-music major to acquire a full-time teaching certificate. There are many ways to obtain a teacher's license, but the only option for practical-music majors is to graduate from the Graduate School of Education. However, since the Graduate School of Education is limited to classical and traditional music, admission itself is difficult. Even if someone is accepted by the school, most of the courses consist of classical music and traditional music education, which is very difficult for someone who majored in practical music. Therefore, in this thesis, we study the current situation in practical-music high schools, looking at why a regular Level 2 teaching certificate is needed and how to obtain one.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.173-187
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• 2021

The purpose of this research was to develop instructions for making upcycled clothing accessories related to the 'clothing management and recycling' unit of middle school home economics applying the design thinking technique. Teaching and learning process plans were developed according to the ADDIE model which includes the following process: analysis, design, development, implementation, and evaluation. The design thinking process includes understanding the related knowledge, sympathizing, problem identification(sharing perspectives) and idea development, making prototypes, testing, and making the actual product. Thirteen home economics teachers served as critics. Student feedbacks were collected to evaluate whether the course objectives were attained after the implementation. As a result, teaching and learning process plans, course materials, and evaluation rubrics for ten class sessions were developed. Student feedbacks confirmed the attainment of following five course objectives: improvement of ethical responsibilities through the exploration of various clothing recycling techniques, practice of creative and eco-friendly clothing culture, acquisition of the skills to use sewing tools safely, improvement of abilities to think, sympathize, and communicate, and exploration of aesthetic activities and fashion careers.