• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.937-949
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• 2017

In this study, we investigated how science teachers perceive the changes in school systems, including infrastructure and curriculum, in the context of preparing for future education. And the changes in their perception of the educational environment, the challenges, and changes of science teachers' classroom practices were also explored. In-depth interviews and analysis were conducted with two science teachers in a middle school that is trying to innovative on changes compared with general schools. The results of the study are as follows: First, teachers perceived that their schools had factors that could change the science class in terms of school size and infrastructure, peer teacher culture, and students' abilities. Second, the enthusiasm of teachers who are trying various ways of teaching and the students' ability to adapt in a smart learning environment formed a synergistic circle that lowered entry barriers to trying changes. Third, science classes changed to activity-centered classes, and teachers realized that these changes promoted students' self-directed learning. Fourth, teachers perceived themselves as playing an independent role in curriculum management, and this perception promoted more varied attempts in improving their classes. Through the changes of the learning environment and systems of the school and the formation of a culture that shares their challenges and innovations with the voluntary learning community, teachers constantly try to change their classes and schools. The changes of school need to be understood in the context of the interaction of teachers, students, and infrastructure.

• Biomedical Science Letters
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• v.4 no.2
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• pp.143-151
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• 1998

To study the incidence and epidemiological factors of uterine cervical cancer in medical underserved area females, the questionnaire survey and Pap. smear for uterine cervical cancer was done on total 330 women who lived in Ullungdo from 5th to 12th August, 1998. The results were summarized as follows： The age distribution of subjects was 50s (24.5%), 60s (24.5%) and their educational level was “no schooling” (14.2%) and “elementary school” (42.7%). The first coital age of subjects was 19∼21yrs (30.0%), 16∼18yrs (13.9%) and the first pregnancy age was 22∼24yrs (36.7%) and 19∼21yrs (30.0%). The frequency of total pregnancy of subjects was over 5 times (52.1%). The frequency of total delivery was “3∼4 times” (35.5％) and “5∼6 times” (15.2％). 68.8% of subjects had experience of abortion and 80.0% of their husband were on the phimosis. 172 (52.1%) subjects had gynecological symptoms, their symptoms were leukorrhea (48.3%), pruritus (21.5%) and leukorrhea with pruritus (20.3%). 63.9% of total subjects have been received Pap. smear and the frequency of their Pap. smear was “only 1 time” (44.1 ％), “irregularly” (30.3%) and the reason of respondents who have not been received Pap. smea. was “no specific symptom” (51.3%). Among the 330 women screened there were negative (45.8%), inflammation (47.3%), trichomoniasis and candidiasis (1.8%), atypical cells (4.5%) and dysplasia (0.6%).

• Journal of Korean Home Economics Education Association
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• v.27 no.3
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• pp.79-97
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• 2015

Curriculum may be defined as everything students learn at school or the specific plan of a subject that students are supposed to learn. The purpose and goals of the curriculum or who is in charge of developing the curriculum may differ by country. This study aimed at comparing the mechanisms in which the Home Economics curriculum is implemented in Korea and the Unite States at different levels. Considering that Korean government now supports increased autonomy of schools, allowing them to execute curricula according to their educational environments, it is meaningful that the advantages and disadvantages of the implementation mechanisms of two countries are explored. Specifically, middle schools in a City of Kyung-gi Province in South Korea and three states(Wisconsin, Ohio, and Washington states) in the United States are examined. The curriculum documents at different levels as well as study plans used by actual teachers are compared for this purpose. In case of South Korea, the nation state is in charge of curriculum development and the curriculum document defines the educational contents to detail in order to provide standardized learning experience to students. This type of closely controlled system warrants standardized educational contents and thus allows nation-wide assessment using standardized measures. On the other hand, it is difficult to accommodate diversities among students in terms of aptitudes and learning styles, and also limits creativity enhancement or integrative approach to teaching and learning. In comparison, curriculum in the United States is rather loosely defined, and more autonomy is granted to schools and teachers. Each of these two different systems may have advantages and disadvantages of their own. The findings of this study is expected to provide implications to curriculum development as well as to the development of framework and guidelines to the curriculum implementation.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.27-48
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• 2020

The purpose of this study is to develop a theme-selection activity in 'clothing life' in relation to SDGs(Sustainable Development Goals) for the free semester program. After analyzing the contents of the 'clothing life' area of middle school home economics textbooks based on the SDGs, the content system and learning goals were set. Then a program was developed and the validity and the feasibility of the program were verified. As a result of the analysis of textbooks, the contents of 'clothing life' included all the three basic dimensions of social development, economic growth, and environment protection, yet focus only on 1 or 2 goals of each area. Based on the results of the analysis, a 'Righteous(義) Clothing(衣) Life' program was developed. The developed program consists of teaching-learning process plans and teaching-learning materials in eight class periods, including 'The future everyone dreams of' based on SDG12, 'Two faces of fast fashion' based on SDG1, SDG5, SDG8, SDG10, 'Living as Homoclimatus' based on SDG13, and 'The future we create' based on SDG9 and SDG12. Through the expert evaluation process for the developed program, the program's teaching and learning adequacy and feasibility were reviewed and feedback was actively reflected to correct and supplement the program. Through this study, it is expected that it will contribute to laying the foundation for establishing home economics as a subject that educates citizens who practice sustainable life, and a pivotal subject in education for sustainable development.

• Journal of Preventive Medicine and Public Health
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• v.26 no.3 s.43
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• pp.359-370
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• 1993

To identify the smoking status and its related factors in middle and high school boys in Kwanju a study was performed from 15th to loth of June 1992. Population were selected by two-stage stratified random sampling method and total 3,959 students replied to the self-administered questionnaire survey (1,574 in middle school, 1,664 in academic high school, 712 in business high school). The results were as follows ; 1. The proportion of current smokers was 1.5% in middle schools and 20.1% in high schools. And the smoking rates increased with school grade years (p<0.01). 2. For the motivation of smoking, curiosity was the most frequent factor and the next was temptation by friends. 3. The most common situation on the first experience of smoking was that middle school boys smoked a cigarette which was found in a house, through curiosity, with friends, at home. High school boys smoked a cigarette taken from friends, through curiosity, with friend, on the road or at home. 4. The proportion of smokers who smoke a cigarette regularly was 34.8% among smokers in middle school and 70.2% among smokers in high school. The most proportion of duration of smoking was less than 1 month among middle school boys (20.8%) and more than 2 years among high school boys (43.9%). The first smoking experience was in elementary school among middle school boys and the third grade of middle school in high school students. Most current smokers (73.9% in middle school boys, 65.3% in high school boys) wanted to quit smoking. 5. Smokers had significant association with intimate friend's smoking, mother's and brother's smoking, inharmonious friendships, dissatisfied with home and school life, lower school grades, generous attitude to other smokers, lack of knowledge to passive smoking and no contact to mass media (TV) (p<0.01).

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.930-936
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• 2004

Science field trip on historical heritages in Korea has developed since 1998. There are a few discussion of effectiveness of science field trip on historical heritages. In this research, the aim of science field trip on historical heritages was discussed in view of developing scientific perspectives on historical heritages with cases of science field trip of Hwasong fortress. Material for science field trip of Hwasong fortress was developed and instructional strategy was designed. The material contained convergent and divergent scientific inquiry activities. The goal of the activity was to help students to build scientific perspectives on the historical heritage, so they can evaluate the scientific excellency of historical heritage. The subjects were ten ninth grade students of middle school science club in Seoul. A questionnaire, "evaluation of scientific excellency of historical heritage" was administered before and after the field trip. From the analysis of a change in perspective by field trip, it was investigated how the scientific perspective on historical heritages was developed. The first draft of material for science field trip of Hwasong fortress was developed based on science education experts' discussion. The material has three parts; activities before the trip, activities during the trip and activities after trip. Instructor's guide has the same structure. Before the field trip, students watched the videotape and learned the short history lesson about Hwasong fortress to develop familiarity. During the trip, there were exploring stage and intensive inquiring stage. These activities were designed to develop scientific perspective on historical heritage. After the field trip, evaluation activity about scientific value of Hwasong was done based on the activities done during the trip. After the science field trip of Hwasong fortress, most of students showed positive changes. Some of them reflected on their previous thoughts. Some recognized the necessity of the proper criteria for scientific excellency of historical heritage. All changed in their perspective on evaluating scientific aspects on historical heritage, such as considering the social environment, scientific principles and the influence of science and technology of that age on the society, when the fortress was built. These results show that the science field trip focused on the criteria for evaluating the scientific excellency of historical heritage was significant in helping students to develop the scientific perspective on historical heritage.

• Journal of dental hygiene science
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• v.13 no.3
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• pp.271-280
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• 2013

This study aims to analyze the effects of tooth-brushing facilities (TBF) at middle schools that installed TBF in 2012 as part of the oral health project in Seongdong-gu, Seoul. The subjects were the first graders at A middle school that installed TBF previously and B middle school that installed TBF in 2012. The results are as follows: DMFT, DMFS and CPI didn't show significant difference by schools (p>0.05), but code (0) was higher and code (2) was lower in female students than male students (p<0.05). As to PHP index, the students at A school with TBF indicated better oral hygiene (p<0.01). In the research on before and after installing TBF, the oral hygiene was improved significantly more after the installation than before (p <0.01). In the comparison on the oral health-related behavior, the percentage of not brushing after lunch was higher B school than A school and the frequency of toothbrushing after lunch was higher A school than B school (p<0.01). About the reasons why not to brush after lunch, there was difference in 'lack of the place' as A school showed 2.6% while B school without TBF indicated 14.2% (p<0.01). About the changes of the oral health-related behavior before and after TBF installation, the percentage of not brushing after lunch increased from 78.7% to 83.8% after the installation. The average frequency of tooth-brushing after lunch for one week also decreased from 0.50 to 0.34 (p>0.05). Among the reasons why not to brush after lunch, 'lack of the place' significantly reduced, but 'because other friends don't do it' increased greatly after the installation (p <0.05). Only with the improvement of oral health knowledge, we cannot expect either clinical or behavioral significance. Not only schools but policies of governmental agencies and financial support, cooperation of community-related groups for program development and evaluation will contribute altogether to helping teenagers to habitualize proper oral health management.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.53-64
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• 2015

This research was performed of high school science classes. These science classes progressed by using Scratch, and surveyed students' perception after finishing each class. This research was conducted of male students who want to choose department of natural science in the next grade. Those classes are consisted of four classes. This study produced a journal, and contained expressions of their thinking and feeling based on experiences during attending classes and projects. Consequently, that journal was analyzed in view of understanding and perception of Scratch using science classes, and it was also included of utilizing Scratch program. Research shows following three conclusions. First, students preferred Scratch using class to general one. They attend more active with high interest, and they felt senses of accomplishment while they make output by themselves. Second, their studies passed through three stages. These are problem perception, problem solving, and producing. Problem solving stage is especially complicated and difficult stage to students. This stage is consisted of Scratch side and Science side. Scratch side has Design and applying process, and Science side has data gathering and analyzing. Students' comprehension of scientific knowledge is increased and is preserved long time through this stage. Last, students had a hard time using Scratch. Because, it is the first time to them to use that program. Therefore, we deemed that they needed to start this kind of experience at lower grade than they are now, such as middle school stage. It is expected that this type of classes are getting more expanded and more populated as a part of students' core ability.

• Korean Journal of Family Social Work
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• no.54
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• pp.297-331
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• 2016

The purpose of this study was to examine the mediating roles of neglectful rearing attitudes and mental health in the relationship between economic status of single-parent famillies and school adjustment, and the differences between single-parent and two-parent families, using structural equation modeling. Data were obtained from the Middle School 1 Panel(third-wave) of the Korean Child and Youth Panel Survey 2010. This study selected 2,195 middle school 3th-grade students (249 from single-parent families and 1,946 from two-parent families). Data were examined with structural equation modeling and multi-group analysis using AMOS 21.0, and mediating effects were tested using the Sobel test. The results were as follows; First, the single-parent children reported lower levels of economic status and school adjustment, and higher levels of neglectful rearing attitudes than the two-parent children. Second, multi-group analysis showed a statistically significant difference between single-parent and two-parent in structural equation modeling. Economic status of two-parent famillies affected school adjustment of children, but economic status of single-parent famillies did not affect school adjustment of children. Third, as a result of examining for total effect, the variable that most influenced school adjustment of children was neglectful rearing attitudes. Fourth, neglectful rearing attitudes and mental health did play a mediating role in the relationship between economic status and school adjustment in case of two-parent famillies, but neglectful rearing attitudes and mental health did not play a mediating role in case of single-parent famillies. Based on the result, this study stressed the following; First, the study suggested that problem of the single-parent famillies supporting standard which is concentrated on the low income single-parent famillies. Second, the study proposed multifaceted support measures which reflects characteristics of single-parent famillies to increase school adjustment of the single-parent children.

• Korean Journal of Heritage: History & Science
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• v.51 no.1
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• pp.80-99
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• 2018

In premodern society, the central spaces in local counties were known as Eupchi (邑治), in which Gwan-a (官衙). The Eupchi located in seaside counties were in Eupseong, whereas the Eupchi of inland counties only included a Gwan-a, and did not have a fortress. Yanggeun-gun (楊根郡) and Jipyeonghyeon (砥平縣), which currently form Yangpyeong-gun (楊平郡), were counties where only Gwan-a existed. At present, there are few traces of the Gwan-a in Yanggeun and Jipyeong. In addition, it is impossible to exactly verify the history, scale and location of these two Gwan-as. Therefore, this study attempts to make a rough estimation of the histories, scales and sites of these Gwan-a by analyzing the relevant literature and ancient maps that are scattered according to the principles of spatial organization of local Gwan-a. The Yanggeun and Jipyeong Gwan-a appear to have been built in the early Joseon period. There are three reasons for this assertion: First, in Yanggeun and Jipyeong, Suryeong (守令) were first officially appointed after the early Joseon period. Once Suryoeng were appointed to such counties, the Gwan-a in which they would serve could be established. Second, the Dongheon (東軒) in Yanggengun and the Gaeksa (客舍) in Jipyeonghyeon were rebuilt in 1703 (29th year of the reign of King Sukjong) and 1465 (11th year of the reign of King Sejo), respectively; thus; the Gwan-a must have existed since the early Joseon period.. Third, in Yanggeungun, the Hyanggyo (鄕校) had existed since the early Joseon period, as the Joseon government necessarily established the Hyanggyo in areas where Suryeong were established. The facilities of local Gwan-a in the Joseon period were largely divided into gonghae (公?), educational institutes, and alters. The gonghae was a facility in which the Suryeong and Gwanwon (官員) managed administrative, judicial and military affairs, and consisted of the A-sa (衙舍), Hyeongcheong (鄕廳), Jackcheong (作廳), Gaeksa (客舍), Gungwancheon (軍官廳), and so on. The education institute was called a Hyeonggyo, while alters included the Sajikdan (社稷壇), Seonghwansa (城隍祠) and Yeodan (?壇). Both the Yeongeun and Jipyeong Gwan-a also consisted of such facilities as A-sa, Hyangcheong, Jakcheong, Gaeksa, Gungwancheong, Hyeonggyo, Changgo, Sajikdan, Seonghwangsa, Yeodan, Saryeongcheong, Jiincheong and Gwannocheong. The present sites for both Gwan-as cannot be identified with any certitude. However, they can be roughly identified by connecting the related literatures, oral statements and relics with the principles of spatial organization of local Gwan-a in the Joseon period. ${\bullet}$ Address of the Yanggeun A-sa (Dongheon): the whole of # 15, Gwanmun 1-gil, Yangpyeong-eup (Yanggeun-ri 151) in front of Yanggeun Junior High School at present. ${\bullet}$ Address of Yanggeun Gaeksa: around the Yangpyeong police station at present. ${\bullet}$ Address of Jipyeong A-sa(Dongheon): the whole of Jipyeong-ri 248-250, Jipyeong-myeon at present. ${\bullet}$ Address of Jipyeong Gaeksa: the whole of Jipyeong-ri 238, Jipyeong-myeon at present.