• Journal of Science Education
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• v.46 no.1
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• pp.40-52
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• 2022

Daily science classes, which have been continued as part of the spread of participatory science culture, has taken the lead in popularizing science as an effective out-of-school experiential and research activity. However, due to the recent COVID-19 situation, daily science classes have also become an environment in which there is no choice but to switch to non-face-to-face or to combine face-to-face and non-face-to-face education. Therefore, in this study, we examine how elementary school students participating in the non-face-to-face daily science class program change their usual fields of interest, perception of science and technology, interest about science, and scientific competency. In addition, the educational effectiveness of the non-face-to-face daily science class improved by comparing the differences in perceptions of students and parents, and future operation plans were sought. As a result of the study, after participating in the non-face-to-face daily science class program, students' interest in science and technology development, future technology, environmental pollution, and social media increased, and their interest in games decreased. Also, students' interest in science and technology activities, interest in science, and scientific competency also increased. This shows that non-face-to-face daily science class education is effective. Therefore, it was suggested that it is necessary to diversify the learning topics and content levels of the daily science class program, to expand the opportunities of non-face-to-face science education for underprivileged learners, and to develop and share science content using the latest media.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.373-387
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• 2009

The purpose of the study was to investigate the roles of parents in science learning at the Everyday Science Classroom (ESC). Discourses of 20 parent-child dyads were analyzed to identify the roles of the parents and their significance. Data were also gathered through questionnaires that were made to survey the perception of parents and students of the Everyday Science Classroom (ESC) in Gwanak-gu. The results showed that parents played the role of Guide as well as Learner. Parents as the Guide showed roles of Process guide, Cognitive facilitator, Participation inducer, and Authoritative manager. Parents helped their children to accomplish the experiment successfully (34.5%) and offered cognitive scaffolds (21.3%) and affective scaffolds (8.7%) for children to reach a level of understanding that they could not reach by themselves. However, parents who helped their own children without considering their needs repressed children's autonomous learning (1.6%). The roles of parents as the Learner were categorized into Active learner (16.1%), Collaborative fellow learner (15.1%), and Authoritative leading learner (2.7%). The multiple roles of parents can influence the children's understanding of science in both positive and negative ways. This study can provide basic information on the roles of parents and their interaction with their children. Reflection on positive aspects of parent participation in program development will promote the understanding of science in both parents and children.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.322-334
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• 2022

This study attempted to understand the difficulties experienced in program development and class operation of instructors in the hands-on science class and the needs for training based on them. For this study, an online survey was conducted on 193 instructors in the hands-on science class in 2022, and interviews were conducted on 13 instructors. As a result, the difficulties of developing programs for hands-on science class instructors were due to lack of class content, lack of program development budget, lack of equipment necessary for class operation, and difficulty in applying various educational methods such as discussion and practice. The preferred training contents were in the order of the latest science and technology, reconstruction methods of existing programs, and regional specialization technology. In addition, it was found that the difficulties experienced by instructors in class management stemmed from the method of operating hands-on science classes using experience kits. Accordingly, instructor education should be provided in the direction of helping instructors to provide the best education in the situation of the hands-on science classroom.

• Ingenium
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• v.30 no.4
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• pp.11-18
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• 2023

• Mood & Emotion
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• v.9 no.2
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• pp.57-63
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• 2011

Objectives : This study aimed to investigate the prevalence and risk factors of depression within two weeks after stroke. Methods : A total of 362 stroke patients were recruited. Depression (major and minor depressive disorders) was diagnosed by applying DSM-IV criteria. Data on socio-demographic characteristics (age, gender, education, marital state, living state, religion, occupation, income, life event, and social support), stroke severity (NIHSS), disability (BI), stroke hemisphere and location, vascular risk and disease, and previous history of stroke and depression were obtained. Results : Depression was present in 90 (24.9%) patients: major depression 29 (8%) and minor depression 61 (16.9%) patients. In the univariate analyses, depression was associated with older age, higher number of stressful life event, poorer social support, severe disability, anterior stroke location, previous history of stroke and depression. In the multivariate analyses, depression was independently associated with higher number of stressful life events and poorer social support. Conclusion : Depression was common and was determined by premorbid levels of stress and social support in stroke patients at acute stage. More intensive psychiatric care and intervention is needed for the high risk group.

• The Science & Technology
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• v.9 no.3 s.82
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• pp.33-34
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• 1976

• Korean Journal of Rural Living Science
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• v.4 no.2
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• pp.167-167
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• 1993

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.506-514
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• 2006

purpose of this work was to study the applied effects of out-of-class Chemical Experience Learning (CEL) Programs on scientific process skills and science-related attitude for middle school students. The out-of-class CEL Programs which were developed to make the funny out-of-class chemistry and the exciting science class', included the nature-friendly chemical experiments suitable for natural environment and composed of real life-centered experiences. The out-of-class CEL programs were applied to natural environment through all-day improvement activity. The science club students in D middle school in Busan were selected as the objects of the study consisting of one experiment group and one control group. The out-of-class CEL programs were applied to the experiment group and traditional class method was applied to the control group. The change of scientific process skills and science-related attitudes between two groups were compared and analyzed. And students reaction on the out-of-class CEL programs was investigated. As a result, out-of-class nature-friendly chemical experiments were improved scientific process skills and science-related attitudes of middle school students. Also, more than 70% of students in the experimental group gave positive feedbacks to the out-of-class CEL programs and increased attention, interest, and degree of self-participation in science.

• Korean Journal of Community Nutrition
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• v.26 no.3
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• pp.211-227
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• 2021

Objectives: We aimed to examine the association between the relative preference for vegetables and meat and cancer incidence, in a population-based retrospective cohort in Korea. Methods: We included 10,148,131 participants (5,794,124 men; 4,354,007 women) who underwent national health screening between 2004 and 2005 from the National Health Information Database of the National Health Insurance Service (NHIS-NHID). Participants were asked whether they preferred consuming 1) vegetables more often, 2) both vegetables and meat or 3) meat more often. Participants were followed up to Dec. 31, 2017. All cancer and eighteen common cancer cases were identified through the code from the International Classification of Diseases, 10th revision. We estimated sex-specific relative risks and 95% confidence intervals, adjusting for age, body mass index, alcohol consumption, smoking, physical activity, and income level. Results: During an average follow-up of 12.4 years, 714,170 cancer cases were documented. In men, consuming meat more often was associated with lower risk of esophageal, liver, and stomach cancers, but higher risk of lung and kidney cancers. Consuming both vegetables and meat was associated with higher risk of prostate cancer, but with lower risk of esophageal, liver, and stomach cancers in men. In women, consuming meat more often was associated with a higher risk of colorectal cancer and breast, endometrial, and cervical cancers diagnosed before the age of 50. Consuming both vegetables and meat was associated with lower risk of liver cancer in women. Conclusions: Our study suggests a potential link between vegetable and meat intake and cancer incidence in the Korean population. Further investigation on the association between the intake of specific types of vegetables and meat and cancer risk in Korean prospective cohort studies is needed.

• 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.