• The Mathematical Education
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• v.54 no.2
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• pp.167-194
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• 2015

The purpose of this study is to analyze effects of the mathematics integrated career education on students' affective characteristics. For this purpose, 3 hours of lesson materials of the mathematics integrated career education were developed and applied to 65 students of the 10th ~11th graders selected in two high schools. After 3 hours of lessons, the following research findings are obtained. Fisrt, it is revealed from the pre-post test of 65 subjects that the mathematics integrated career education can help students improve their mathematical attitude and belief. Second, it is shown from the interview with 4 students that they became not only to recognize the usefulness and value of mathematics, but also got changed their self-concept for mathematics.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.749-760
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• 2016

The purpose of this study was to identify the effects influencing path behaviors of pre-service childcare teachers to present the educational and social welfare measures for promoting children's character development and preventing the alienation of the elderly. The subjects for this study are 176 students who completed the childcare teacher course in four universities located in G city and J province. The scale of this study utilized modified, supplemented scale used in previous studies[1][2] that was constituted for a newly transformed model based on planned behavior theories. The contents of research design include salience beliefs such as attitude beliefs, normative beliefs, control beliefs, etc. as well as a model of planned behavior theories such as attitudes, subjective norms, perceived behavior control, behavior intension, behavior, etc. This study conducted frequency analysis and regression analysis for the data collected by using the SPSS 18.0 for Windows. From the results of verification, all hypothesis was supported. Thus, usefulness of this theory was reconfirmed, and the results of this study are to be utilized as basic materials for professionals who make every endeavor in a perspective of children's character development and in a perspective of reducing alienation phenomenon of the elderly.

• Journal of Science Education
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• v.37 no.1
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• pp.87-116
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• 2013

The purpose of this study was to investigate science teachers and secondary students' perception of pseudoscience. Subjects were 491 secondary students and 65 science teachers who enrolled in secondary schools located in Korea. The instrument of this study was a questionnaire which consisted of 33 items on 7 domains: fortune and fate, parapsychology, spiritual beings, alternative medicine, UFO and mystery, creationism, and introduction of the pseudoscience concepts in science education. The results suggested that it is necessary to develop science education programs focused on the pseudoscience for secondary students and science teachers. Media such as television, movie, and books should provide a well-organised scientific programs.

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.381-406
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• 2006

This work aims to investigate mathematics teachers' knowledge and belief on the high school probability and statistics. For this aim, two research questions are estabilished as follows. (1) How is mathematics teachers' knowledge on the main contents of the high school probability and statistics in the 7th mathematics curriculum? (2) What is mathematics teachers' belief on the high school probability and statistics? Survey and interviews were carried out to answer the above research questions. Subjects of the survey were 2 7mathematics teachers who were answered to questionnaire. Among them, 3 volunteers were chosen by provinces for in-depth interview. Research findings in mathematics teacher's knowledge are as follows. Firstly, mathematics teachers do not have much of mathematical knowledge on the newly added and changed contents of the high school probability and statistics in the 7th mathematics curriculum. Secondly, mathematics teachers do not change their teaching-learning method for probability and statistics. Thirdly, many teachers think that the use of technology and reconstruction of the textbooks are required in teaching and learning of the high school probability and statistics. But, they stick on their own way. Research findings in mathematics teachers' belief are as follows. Firstly, many mathematics teachers view the nature of statistics as a branch of the applied mathematics and put the value of high school probability and statistics on the practical usefulness, Secondly, many mathematics teachers think that understanding concepts and improving problem solving ability are the best method of the teaching and learning. Thirdly, many mathematics teachers think that high school probability and statistics textbooks should cause motivations and interests in order not to give up studying probability and statistics. It is expected that the above findings can be used to change teachers' teaching and learning methods and to improve teachers training program.

• Journal of Digital Convergence
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• v.18 no.3
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• pp.227-234
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• 2020

This study was carried out to provide basic data for the development of an educational program by assessing the its effects on the MDROs infection management performances of nurses at general hospitals. Data was obtained through a structured questionnaire survey conducted on 202 nurses. The average of knowledge score was 17.68 and their perceived susceptibility, perceived severity, perceived benefits, and performances had correlation. There was difference in their performances in accordance with their general characteristics including marriage, clinical experiences, positions, and affiliated department. Factors that affected MDROs infection management performance included perceived benefits and affiliated department with an explanation power of 35%. Therefore, it is necessary to emphasize the benefits by including advantages and effects of performing the MDROs infection control at the time of the development. In addition, nurses are required to have MDROs infection control education.

• Journal of Digital Convergence
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• v.17 no.12
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• pp.271-280
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• 2019

The purpose of this study was to examine how resilience, social support, perception of death and quality of death affect the bereavement adaptation. Data collection was collected from 2 April to 30 May 2018 by distributing self-reporting questionnaires to 236 people using the eyeball presentation method to those who experienced family history in B city and K area Data were analyzed with descriptive statistics and, t-test, ANOVA, and Pearson's correlations that used SPSS WIN 22.0 program and the analysis of control effect was made by using Hierarchical Multiple Regression Analysis. The result of degree of adaptation of the subject was 3.5, family resilience was 3.8 and 3.9 in the lower part. Social support was not significant. But family resilience, belief system, death perception and quality of death influenced bereavement. Based on the results of this study, it is necessary to bulid a social support network for bereavement families, to prepare for death, and to develop and program a systematic program for well-being to become a beautiful and dignified death.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.151-162
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• 2018

The purpose of this study was to investigate the effects of teacher's mathematical belief and student's mathematical performance, sex on the perception of mathematics classroom quality. And this study also detailed the relation between self-directed learning attitude and perception of mathematics classroom quality. For this purpose, this study used 'Students Perception of Mathematics Classroom Quality(SPOCQ)' as an instrument. This instrument focuses on appeal, challenge, choice, meaningfulness, self-efficacy. The 430 5th and 6th grade elementary school students were included in sample. The results obtained in this research are as follows; First, there was a significant difference in the perception of mathematics classroom quality between positive mathematical belief teacher's group and negative mathematical belief teacher's group. So, teacher's mathematical belief influence on the students' perception of mathematics classroom quality. Second, there was a significant difference according to the student's mathematical performance and sex. The students of high mathematical performance usually had positive perception of mathematics classroom quality and the male students also had higher mean than female students. Third, there was positive correlation between self-directed learning attitude and perception of mathematics classroom quality.

• Korean Journal of Comparative Education
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• v.23 no.5
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• pp.1-18
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• 2013

Self-theories regarding general intelligence and English ability were measured from two countries (Korea and Pakistan) and their relationships with self-reported overall academic achievement and English language achievement were examined. No significant mean differences between the two countries were found regarding college students' self-theories. There were significant mean differences in overall academic achievement and English achievement between the two countries. Both the overall academic achievement and English achievement were significantly correlated with various self-theories while taking both samples together. Achievement measures were predicted by self-theories of general intelligence and English language ability. The current study highlighted the relationship between self-theories about general intelligence and English language ability and their relationship with self-reported achievement in two cultural contexts. This research also introduced new instruments to measure self-theories that can be used in studying self-theories in different domains.

• The Mathematical Education
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• v.61 no.2
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• pp.221-237
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• 2022

This study investigated teachers' decision-making and related factors in the elementary textbook adoption process. Our participants include 296 elementary teachers who took part in the mathematics textbook (grades 3 and 4) adoption committees in his/her schools. Our study used the decision-making model of Shavelson and Stern (1981) for analyzing teacher beliefs and attitudes concerning choices and priorities, judgments, evaluation methods, and key factors to reviewing and selecting a mathematics textbook. Our discussion includes teacher beliefs and intentions and the way they come into conflict with determinant factors that influence the decision-making of textbook adoption. Findings also reveal the unique nature of elementary school teaching as generalists in contrast with secondary teachers as specialists, playing a significant role in the adoption process. Lastly, the study discusses the entanglements of textbook reform and explains the discrepancy between textbook authorization/approval policies versus the plight of little change (and innovation) in mathematics textbooks.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.798-804
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• 2006

In this study, we investigated students' responses to a discrepant event and an alternative hypothesis which had been presented in the conceptual change processes from the phlogiston theory to the oxygen theory, and compared them with scientists' responses. The data concerning scientists' responses to the discrepant event and the alternative hypothesis were gathered from the relevant literature on the history of science. Subjects were 148 eighth graders who possessed the target misconception about combustion through a preconception test. After having been presented with the discrepant event and the alternative hypothesis, students were asked to respond to the test of response to discrepant event. Although similar types of responses were obtained from both scientists and students, there was also a clear difference. Scientists tended to focus on explaining the problems of the discrepant event, whereas students tended to ignore and/or exclude the discrepant event in order to maintain their previous beliefs. Only a few students were also found to change their beliefs after having been presented with the alternative hypothesis.