• Journal of Science Education
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• v.39 no.1
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• pp.28-43
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• 2015

The purpose of this study was to measure middle and high school students' stage of concern(SoC) and their level of use(LoU) on the self-directed learning in science learning based on the CBAM(Concern-Based Adoption Model). Additionally, this research was designed to analyze the difference between the degree of students' SoC and their LoU according to the their background variables. For this, 440 middle and high school students participated in the research. The results of this study were as follow: Firstly, since the students' SoC and LoU about the self-directed learning in science learning are low(Stage0 : awareness and Level II : preparation), we should draw students' immediate concern by developing training programs that would enable them to actually participate in the process of implementing the self-directed learning. Secondly, the students' SoC and LoU on self-directed learning in science learning vary depending on their residence, gender, and grade. This is the reason why we have to develop customized training programs on self-directed learning that suits their background. Thirdly, it shows that students, who have higher concern on self-directed learning in science learning, implement it better than those who are not concerned with it at all. It implies that we need a training program that considers both the students' concern and implementation on self-directed learning in science learning.

• Proceedings of the Korea Contents Association Conference
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• 2015.05a
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• pp.435-436
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• 2015

본 연구에서는 특수학교 교사들 184명을 대상으로 개정된 교육과정에 대한 관심수준과 적용도에 관하여 조사하였다. 연구결과 연구 참여자들은 교육과정 적용시 학생들의 다양성으로 인하여 어려윰을 겪고 있었고, 현실적 제약으로 개정된 교육과정에 대한 관심 수준도 낮은 것으로 나타났다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.1
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• pp.144-151
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• 2019

The purpose of this study was to investigated of the pre service teacher's information availability and concern and perception of coding education for young children. The subjects were 230 pre service teacher attending a A college micro politan city Questionnaires. The collected data were analyzed by ANOVA and Pearson's correlation coefficient analysis with SPSS Program. The results were as follows: First, the pre service teacher's information availability was smart phone usage levels that the most of all and the next was computer usage levels. Concern of coding education for young children that consequence concern was the highest and the next that collaboration concern, personal concern, information concern, refocusing concern, management concern. The other side unconcerned was most of least. Perception of coding education for young children that necessity perception, content perception, environmental perception was the over of mean. But operational perception was the low. Second, The information awareness, smart phone usage levels as each domain of information ability, usefulness of use was positively associated with Personal concern. But the information ability were negatively correlated with management concern. The information awareness was associated with necessity of coding education. The useful and ease of use of education were positively associated with content coding education.

• Journal of Science Education
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• v.47 no.1
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• pp.24-36
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• 2023

In this study, we investigated chemistry teachers' the Stage of Concern (SoC) and the Level of Use (LoU) regarding competency assessment, which was emphasized along with the introduction of the 2015 revised curriculum. A questionnaire was developed based on the CBAM, and responses from 123 chemistry teachers were analyzed. The frequency was investigated for both SoC and LoU, and then the chi-square test was performed according to demographic variables. As a result of the SoC analysis, most of the teachers stayed in stage 3 (management concern, 26.8%) and stage 2 (personal concern, 19.5%). Additionally, among the demographic variables, there was a statistically significant difference in whether or not related education experience was present during the pre-service teacher period. In LoU analysis, Level III (mechanical) was the most frequent (26.8%), followed by Level I (orientation, 22.8%), Level II (preparation, 13.8%). In LoU, there was also a statistically significant difference in whether or not related education experience was present during the pre-service teacher period. The Spearman correlation coefficient between SoC and LoU in the competency assessment was .298 and there was a positive correlation. Based on the above results, educational implications for improving the concern and use of chemistry teachers for competency assessment were discussed.

• Journal of Korean Home Economics Education Association
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• v.16 no.1
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• pp.79-91
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• 2004

The purpose of this study was to examine how much secondary school home economics teachers paid attention to performance assessment, to what extent and in which way they carried it out and how much support was given to that. It's basically meant to help provide more systematic support for performance assessment. The instrument used in this study was an Interest-Based Reform Adoption Model developed by Hall. Hord and et. al. at Texas University Research & Development Center for Teacher Education. and the subjects in this study were home economics teachers from 95 secondary schools in Gyeonggi province. After a survey was conducted by mail. the responses from 157 teachers were chosen for analysis. For data handling. SPSS/WIN program was utilized, and statistical data on mean. standard deviation and percentage were obtained. In addition. t-test and ANOVA were employed. The major findings of this study were as follows: First. as for their type of interest in performance assessment. influential type(35.0%) was most common. followed by confident type (29.3%). indifferent type(20.4%) and task type(15.3%). Second, regarding their implementation. every teacher carried out performance assessment. The largest group of the teachers fulfilled it as part of routine daily schedule(60 teachers. 38.2%). which could be called the level 4. The second largest group tried to integrate performance assessment to education programs(53 teachers. 33.8%). which could be called the level 5. The third largest group implemented it without making careful preparations for that(26 teachers. 16.6%). which could be called the level 3. and the fourth largest group tried to reinvent it(11 teachers. 7.0%), which could be called the level 6. The fifth largest group was in the middle of researching it(5 teachers, 3.2%). which could be called the level 1. And the sixth largest group was in the course of making preparations for that(2 teachers. 1.3%) . which could be named the level 2. Third. concerning how much they found themselves to be supported about performance assessment. they eave three or less marks to that. which showed that they weren't supported sufficiently There was little gap among them in their concern for performance assessment and its implementation levels. and this fact suggested that there wasn't satisfactory backup for their performance assessment.

• Journal of Nutrition and Health
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• v.51 no.6
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• pp.526-537
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• 2018

Purpose: The purpose of the study was to identify women's osteoporosis knowledge, concerns about osteoporosis factors, and health behavior as well as to examine the relationship between these variables. Methods: The participants were 394 women in the Jeonbuk area. The data were analyzed using a t-test, ANOVA, Duncan test, and hierarchical regression analysis with SPSS v. 24.0. Results: The score for osteoporosis knowledge was 6.21 points out of a possible 12, the score for concern about osteoporosis factors was 26.50 points out of a possible 40. The score for the health behavior was 57.26 points out of a possible 85. The knowledge showed significant differences according age (p < 0.01), income (p < 0.05), education level (p < 0.01), drinking milk in childhood (p < 0.05), health interest (p < 0.05), and osteoporosis information (p < 0.01). The concern showed significant differences according to age (p < 0.001), income (p < 0.05), health interest (p < 0.001), osteoporosis information (p < 0.001), family history of osteoporosis (p < 0.05), and calcium medications (p < 0.001). The health behavior showed significant differences according to age (p < 0.001), income (p < 0.01), drinking milk in childhood (p < 0.05), health interest (p < 0.001), osteoporosis information (p < 0.01), and calcium medications (p < 0.01). Regression analysis showed that the concern about osteoporosis factors was the most influential variable on health behavior, followed by health interest of the subjects, age, and the osteoporosis knowledge. Conclusion: Therefore, it is necessary to consider educational programs on increasing interest in osteoporosis according to the age and health for improving the health behavior to prevent osteoporosis.

• Journal of Korean Home Economics Education Association
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• v.24 no.4
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• pp.133-144
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• 2012

The purpose of this study was to investigate Home Economics(HE) teachers' stages of concern, levels of use, and needs about the practical reasoning instruction focusing on the Concerns Based Adoption Model(CBAM). Questionnaires were administrated to HE teachers who worked for middle or high school in Korea and used HE textbooks according to the revised 2007 HE curriculum through mailing and visiting HE teacher training centers. 350 data collected from the responses were finally analyzed using SPSS 12.0. The results of the study were as follows: First, HE teachers' stages of concern about the Practical Reasoning Instruction(PRI) were demonstrated by the following order: awareness stage 0(97.05%), informational stage 1(87.06%), personal stage 2(86.23%), management stage 3(79.85%), refocusing stage 6(63.22%), consequence stage 4(61.26%), and collaboration stage 5(60.12%). Second, HE teachers' levels of use for PRI were demonstrated by the following order: preparation level 2(30.3%), orientation level 1(18.30%), refinement level 5 (18.30%), mechanical level 3: (16.0%), routine level 4(10.09%), nonuse level 0(4.0%), integration level 6(1.70%), and renewal level 7(0.60%). Third, needs for HE teachers' practical reasoning process were shown as the following order: '(O)Outline and implement a plan for action'(1.89), '(A)Analyze choices and consequences'(1.75), '(N)Note the results of your action(s)'(1.57), '(E)Evaluate information needed to solve the problem'(1.44), '(R)Recognize the problem'(1.39), and '(S)Select the best choices'(1.36).

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.29 no.3
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• pp.229-244
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• 2018

The purpose of this study is investigate the level of awareness and interest of middle and high school students on performance evaluation book list, and regarding the correlation analysis of general satisfaction and academic achievement. For this purpose, each of the two middle schools and high schools in Seoul were selected, a total of 200 people were surveyed for each 50 students in each gender and grade. Research results, First, the analysis of gender and school level showed that there were differences in level of interest in performance evaluation books. Second, the analysis of differences in the level of interest in the list of performance evaluation books showed that students interested in the list of performance evaluation books spend more time evaluating performance. Third, the analysis of differences in level of awareness in the list of performance evaluation books showed that the relationship between knowledge acquisition and academic achievement was high depending on whether they were ware. There was also a significant relationship between selection criteria and general satisfaction.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.75-87
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• 2020

The purpose of this study is to examine teachers' stages of concern and levels of use about SW education based on Concerns-Based Adoption Model and to provide implications for teacher education. For this purpose, 152 survey responses were collected from elementary school teachers in South Korea. The result indicated that elementary school teachers' concerns about SW education showed the nonuser pattern in that teachers score highest in stage 0(awareness) to stage 2(personal) and in stage 6(refocusing). Additionally, teachers who are currently implementing SW education showed a tendency to be in the level of mechanical use or routine, and more than half of the teachers who are not implementing SW education showed no motivation to change current practices. There were statistically significant differences in the stages of concern depending on gender, teaching experience, SW training experience, SW teaching experience, and there were differences in the levels of use depending on the teachers' grade level in charge, SW training experience, and SW teaching experience. Based on the results of the research, various SW related programs as well as successful SW education experience for teachers need to be provided for teacher education in order to promote SW education.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.347-358
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• 2021

The purpose of this study was to investigate the stage of concern and use level of early childhood teachers' STEAM, and to find out whether there is a difference in the stage of concern according to individual teachers' variables. The subjects were 242 teachers in charge of 3-5 years old kindergarten and daycare center in G city. The research tool was the stages of concern questionnaire (SoCQ). The collected data were converted to relative intensity by applying percentile conversion chart in the guidelines, and this was expressed as a concern profile graph, and t-test and ANOVA were performed to find out the difference in concern according to teacher's background variables. The research results are as follows. First, the stage of concern in early childhood teachers' STEAM was identified as a critical non-user profile. Second, the stage of concern in the teacher's STEAM was judged as a person who did not use, or was implemented for less than 2 years, and was a non-user or a novice. In addition, it was found that most of the teachers did not receive formal education for STEAM. third. There were differences in the educational background, career, current execution status of teachers, whether or not to take related courses in pre-service teacher education, and whether to plan for future implementation. And there were no differences in the majors and institution types of teachers. Based on these results, a support plan for changing the stage of concern of teachers about STEAM and improving the level of use was suggested.