• Journal of the Korean Society of Child Welfare
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• no.32
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• pp.69-97
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• 2010

The purpose of this study is to investigate the effects of high school students' academic problems such as academic stress and low academic achievement on suicidal ideation and the mediating effects of individual-level risk factors (e.g., depression, aggression) and protective factors (self-esteem, emotion regulation) on the relationship between academic problems and suicidal ideation. This study used data of three waves(2005-2007) from the Korea Youth Panel Survey(KYPS). The analyses were conducted on 2,093 academic high school students, who participated in this panel study. The results from structural equation modeling show that academic stress has positive effects on depression and aggression, but negative effect on self-esteem. Low academic achievement has positive effect on aggression but negative effect on self-esteem. Depression and aggression as individual-level risk factors have positive effects on suicidal ideation. In contrast, self-esteem and emotion regulation as individual-level protective factors have negative effects on suicidal ideation. The relationship between academic problems and suicidal ideation is mediated by depression, aggression, and self-esteem. Based on the study findings, practice implications for youth welfare are discussed to screen high-risk youths and to prevent adolescent suicide in advance.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.3
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• pp.231-251
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• 2012

The present study was intended to present desirable directions of project learning of curriculum subjects utilizing school libraries. To this end, lesson contents including theme selection policies and selected themes were grasped centering on Chinese project learning conducted in the school library of S academic high school and examples of students' reports were presented. A questionnaire survey was conducted on 117 high school students in the second year who participated in the Chinese project class to analyze their interest in the themes, their perception of school library-assisted instructional processes and how the school library-assisted Instruction helped the students Also, this study analyzed differences in the perception of the help provided by the school library-assisted Instruction among students in the department of liberal arts, those in the department of natural sciences and those in the department of arts. The results of the study indicated that the students' satisfaction of the school library-assisted Instruction was high.

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.303-314
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• 2004

The purpose of this study is to analyze high school students' understanding levels about earth science terms written in Chinese characters according to learners' characteristics. In order to investigate how the responses vary according to their characteristics, first of all, proper scientific terms are selected, and then corre sponding questions about them are offered as subjects, which consists of a Korean characters type, a picture type, and a Korean and Chinese characters type. During paper test and interview, the questions are given to fifteen students from general high schools in Jecheon, Chungbuk Province. The results of the study are as follows; Students in formal operation level and field-independency answered very well and also the terms of Chinese characters type and picture type improve the students' understanding and memorization. Generally, Chinese characters have more positive influence on their learning than the negative. Therefore, in general, it seems that it's more effective to explain the sound and meaning of terms in detail and to give learners enough time to draw a picture about each term by themselves when scientific terms are delivered to students in Chinese characters in class.

• Journal of the Korean Chemical Society
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• v.54 no.6
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• pp.809-817
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• 2010

The primary purpose of this study was to investigate high school students' conceptual understanding of density for solids and liquids in pure and mixed substances who had preceded formal school science instruction on density and related topics. A concept assessment on density was developed and administered by demonstrative experiments accompanied by a written assessment test method to 120 general high school students in a metropolitan city. The scientific conceptions and alternative conceptions from students' responses were identified and the percentages of them were calculated. Then, their alternative conceptions and implicit theories on density were analyzed. About half of the students couldn't differentiate weight-volume-density and regarded density as an innate property of matter. Furthermore, the greater the number of variables involved in an experimental condition of the question, the more complicated and undifferentiated students' density concepts were. Students employed more improper variables such as particle size, intermolecular distance, surface tension, polarity of the solvent, etc. in explaining counter-intuitive observations. The implications for school science instruction were discussed.

• Child Health Nursing Research
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• v.20 no.4
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• pp.314-321
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• 2014

Purpose: This study was conducted to identify factors affecting mental health and behavioral problems among high school students through the lens of a Social Cognitive Career Theory. Methods: A descriptive study was carried out with 384 high school students in Seoul, Korea. A self-administrative questionnaire was used. It consisted of items on person background variables, career-related variables including career barriers, learning experiences, self-efficacy, outcome expectations, and career indecision, and mental health and behavioral problems. Descriptive statistics, correlation analysis and multiple regression analysis were performed using the SPSS 21.0 program. Results: The results showed that perceived stress (t=5.12, p<.001), perceived health status (t=-4.08, p=.002), and school record (t=5.46, p<.001) were statistically significant variables. Also, career barriers (t=10.57, p<.001) was a significant factor influencing mental health and behavioral problems. Conclusion: These findings indicate that among career-related variables, career barrier needs to be considered for preventive and therapeutic approach to mental health and behavioral problems in adolescents. Furthermore, the results suggest that career-related stress level should be assessed in high school students on a regular basis.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.175-188
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• 2008

The purposes of this study were to develop an Earth systems-based earth science module and to investigate the effects of field application. The module was applied to two classrooms of a total of 76 second-year high schoolers, in order to investigate the effectiveness of the developed module. Data was collected from observations in earth science classrooms, interviews, and questionnaires. The findings were as follows. First, the Earth systems-based earth science module was designed to be associated with the aims of the national Earth Science Curriculum and to improve students' Earth science literacy. The module was composed of two sections for a total of seven instructional hours for high schoolers. The former sections included the understanding of the Earth system through the understanding of each individual component of the system, its characteristics, properties and structure. The latter section of the module, consisting of 4 instructional hours, dealt with earth environmental problems, the understanding of subsystems changing through natural processes and cycles, and human interactions and their effects upon Earth systems. Second, the module was helpful in learning about the importance of understanding the interactions between water, rock, air, and life when it comes to understanding the Earth system, its components, characteristics, and properties. The Earth systems-based earth science module is a valuable and helpful instructional material which can enhance students' understanding of Earth systems and earth science literacy.

• Journal of the Korean School Mathematics Society
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• v.7 no.1
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• pp.103-120
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• 2004

Today most of Korean students have no interest in mathematics and lack of confidence in it due to the burden of the college entrance examination, which often results in a failure or a dropout in mathematics in school. Therefore there is a need to diagnose the true causes and to find out a solution. As one of these solutions this study has developed and applied a learning model based upon cooperative group activities for the improvement of mathematical power to classroom. For developing this learning model a variety of research methods are used; questionnaires, observation, and analysis of the interview materials. After the application of this learning model, a lot of positive results in mathematics class have been observed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.547-557
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• 2020

This study examined the level of depression according to the characteristics of school and family life of female high school students. In particular, this study attempted to identify the relationship between academic stress and the depression levels. The survey conducted a self-administered questionnaire from 438 students at D city in August, 2019. As a result, the distribution of the depression levels among the study subjects was 78.8 % for 「normal」 and 21.2 % for 「depression」, and the distribution of depression was significantly higher in groups with higher academic stress. The academic stress and depression levels showed significant positive correlations. In logistic regression analysis, the risk ratio of 「depression」was significantly higher in groups with higher academic stress than in groups with lower academic stress. According to multiple regression analysis, the factors affecting the level of depression were chosen as significant variables, such as academic achievement, relationship with school fellow, satisfaction with school life, test stress, study stress, and career stress. The above findings suggest that the level of depression in female high school students was related to academic stress and many other variables of school and family life characteristics.

• Journal of Science Education
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• v.36 no.2
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• pp.198-215
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• 2012

Purpose of this study is to clarify the effect of creative science writing for interest of biology and scientific attitude on high school student. Creative science writing is a learning method to enhance comprehension and expression of thinking of science contents related to daily life. 148 students were recruited and divided into two groups, experimental group were experience creative science writing lessons. On the other hand, contrary group were applied interest enhancement lessons excepted creative science writing activity. To investigate the effect of creative science writing, interest check of biology was used, and scientific attitude test was used to understand changes in student's scientific attitude. Experimental group had taught using creative science writing and their awareness of the instruction was analyzed with questionnaire. As a result of this study, the class based on creative science writing was effective in improving high school students' interest in biology and in particular it was helpful in promoting interest in biology and learning of biology. It suggested that the class based on creative scientific writing used a new teaching method unlike existing methods, caused them to have interest in the instruction by making them express their daily life freely not to memorize learning contents, applied learning contents to daily life through many kinds of writings and then enhanced their interest in biology. Indeed, the class based on creative science writing had the positive influence on changes in the scientific attitude of high school students. Since creative science writing is writing one's own idea through extensive thinking based on learning contents, it was effective in arranging the process of thinking and changing their scientific attitude into positive one. Consequently, it was concluded from the above results of the research that the teaching using creative science writing was available as the effective teaching methods to improve high school students' interest in biology and change their scientific attitude into positive one.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.475-491
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• 2006

In physics education, the research on students' conceptions has developed in the discussion on the nature and the difficulty of conceptual change. Recently, mental models have been a theoretical background in concrete arguments on "how students' conceptions are constructed or created." Mental models that integrate information in the presented problem and individual knowledge in their long-term memory have important information about not only expressed ideas but also in the thinking process behind the expressed ideas. The purpose of this study is to investigate the forming process and the characteristics of high school student's mental models about circular motion, and how they were changed by instruction. We used the think-aloud method based on the instrument for identifying student's mental models about circular motion, pretest of physics concept, mind map and interview for investigating student's characteristics. The results of the study showed that instructions based on the mental model theory facilitated scientific expressed model, but several factors that affected forming mental models like epistemological belief didn't change scientifically after 3 lessons.