• Journal of the Korean earth science society
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• v.27 no.3
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• pp.260-268
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• 2006

Students' affective attitude not only influences their achievement in a meaningful way but is also an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle, and high-school students based on surveys and reviews of previous research results. We analyzed students learning attitude in terms of (1) interest in and enjoyment of science, (2) instrumental motivation in science, (3) science learning anxiety, and (4) self-concept in science. Major findings are that students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to the students' explanation, science classes get boring in higher grades because of difficult contents, lack of experiments and activities, and the teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all, we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.103-128
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• 2013

The purpose of this study was to develop a school violence prevention program featuring the Practical Action Teaching Model(hereafter, PATM) for middle school students to prevent school violence by Home Economics Education. To accomplish this purpose, the processes of analysis, design, development, and evaluation based on ADDIE were conducted. The validity of the program was evaluated twice by Home Economics education experts(36 experts for the first group and 10 experts for the second group) and the contents of the program were modified according to the comments from the evaluators. The school violence prevention program in Home Economics classes consisted of 5 topics such as changing perception on school violence, enhancing self-esteem, relating with others, practicing consideration and sharing, and strengthening the will of preventing school violence. Twenty-four units were developed with 7 practical problems(What should I do to make friends to help with each other?, What should I do to establish positive self-concept?, What should I do to communicate to build good relationship?, What should I do to solve the conflicts peacefully?, What should I do to practice consideration and sharing in food consumption?, and What should I do to practice consideration and sharing in clothing?) in 5 topic areas. Teaching-learning plans included four steps such as problem perception, practical reasoning, action, and evaluation that comprise PATM to solve the practical problems. Every step of the teaching-learning plan consisted of questions for practical reasoning and activity assignments. Materials for students and teachers were developed. Materials for students comprised 80 pieces in total including student activity, reading, movie, and clips to make students enhance understanding and interest. Materials for teachers comprised 35 pieces in total such as rationales, newspaper articles, and movies that make teachers that lesson teaching loads and were helpful for teachers. The PATM was incorporated into developing the program and a Likert-scale was used to assess usefulness, applicability, appropriateness, fidelity, substantiality, and validity of this program. This program gained more than 4.00 on a 1-5 Likert scale. This result indicated that program is expected to be effective and useful to school violence prevention.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.169-183
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• 2007

The purpose of this study is to examine the effects of self-esteem, relationships with parents and peer relationships on adolescents' school adjustment. Total of 900 middle school students residing in Guri, Geonggi-Do participated in the survey and the data collected from 874 students (557 male and 317 female students) were analyzed for this study. The followings summarize results of the study. First, the findings suggested that there is no significant difference between female and male students in school adjustment. Secondly, the study revealed that there is no difference between female and male students in self-esteem and relationship with parents. Thirdly, this study provided clear evidence that students with high self-esteem and close relationship with parents and schoolmates adapt to school life better than those with low self-esteem and distant relationship with parents and schoolmates. Fourthly, students with high self-esteem and close relationship with parents and schoolmates displayed higher adaptability to school life, and as for male students, close relationship with schoolmates was the most prominent factor which helps them adapt to school life better while female students' adaptability to school lifewas mainly affected by relationship with parents.

• Journal of Science Education
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• v.38 no.2
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• pp.415-429
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• 2014

The purpose of this study was to develop the 'airplane' science program based on Renzulli's Enrichment Triad Model for the gifted elementary students and investigate the effects of the program on attitude toward self-directed learning attitude, attitude toward laboratory work, and creative personality. Participants were 37 gifted students of local elementary school gifted classrooms. The results of this study were as follows: First, self-directed learning attitude was improved significantly including all sub-areas. Second, the attitude toward laboratory work was improved significantly including all sub-areas. Third, creative personality was improved significantly including all sub-areas. Finally, students' satisfaction about program had an average of 4.52 out of 5 points. Boys showed higher satisfaction on 'program management' and 'teacher's activities' than girls.

• Journal of the Korean Society of School Health
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• v.5 no.1
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• pp.36-63
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• 1992

The purpose of this study was development of school health education curriculum in primary school based on analysis of the textbooks published in 1991. 1) The health education curriculum in primary school consisted of four major components such as health education aspects of the healthful school environments, health education aspects of school health services, health education course, and health instruction in related subjects. However, health instruction taught by physical education, biology, and other health related subjects was not systematic organization for health care. 2) A considerable amount of health knowledge and attitude, and some health practices was learned as the result of experiences in other courses, where there was little or no reference to health. It must be developed health edcation course separated from health related subjects. 3) Direct health insruction was represented by the health education course. The health education courses must be considered to be heart of the school health education curriculum. 4) The health education course developed by this study was consisted of eight health units and problems in the early elementary grade or health classes in the higher years. 5) The health education course developed by this study provided the opportunity for acquring new knowledge, attitude, and practice, for discarding the unhealtful attitude and strengthening the healthful attitude and practices of primary school students.

• Journal of Christian Education in Korea
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• v.68
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• pp.345-374
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• 2021

This study is a paper which studies the fact that autobiographical writing in Christian educational books is an important channel for studying the identity of Christian educators. The identity of Christian educators is the background and foundation of the study of Christian education theory. It was found through research that the scholar's identity is more evident in autobiographical writing from a first-person perspective experienced by the author than in argumentative writing with objective and cognitive limitations. This study examined the concept and characteristics of autobiographical writing research, the relationship of autobiographical writing research and self-identity, the relationship between autobiographical writing and Christian education, and discovered autobiographical writing in Christian educational scholars' books. Through the autobiographical writing of Maria Harris' Teaching and Religious Imagination, Parker Palmer's The Courage to Teach, and Elizabeth Moore's Teaching as a Sacrament Act, we studied that the identity of Christian educators can meet, transform, and expand learners' identity as well. Through research, it has been confirmed that autobiographical writing takes the form of a story, but as a story distinct from the story, it becomes a place where the authors' identity and readers' identity can meet, wrestle and expand. Autobiographical writing has a relationship with story and self-identity. These characteristics are also linked to Christian educational goals that focus on the formation and transformation of self-identity. The autobiographical writing in Harris, Palmer, and Moore's writings shows the identity of a teacher, including scholars' theological perspectives and views on education. As the writing of Christian education books so far has become argumentative and objective writing, readers has felt a sense of disparity and disconnection. If autobiographical writing becomes educational books' style, it can invite readers to empathize with who the author is. Christian education will experience more fundamental changes with autobiographical writing.

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.123-139
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• 2011

The research paid attention to the fact that top 10% high achievers of girls in high schools are not equally provided with opportunities for science gifted education in Korea. For this reason, the research examined gender differences in science achievement and science affective domain through employing PISA 2006 science achievement test and survey of science affective domains. The research subjects of 132 students as top 10% high achievers extracted from those 1,409 students who were nationwidely sampled and responded to the science achievement test and science affective domain survey in July 2008. The responses by 132 students of top 10% high achievers were analyzed. The findings revealed that there is no significant difference of science achievement and most items of science affective domain survey between girls and boys of top 10% population in high schools. Further, it was indicated that top 10% high achieving girls have interest, self-concept, self-efficacy, future job aspiration in science as high as boys. In conclusions, further attentions to provide more opportunities of science gifted education for girls are called for.