• The Science & Technology
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• v.12 no.5 s.120
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• pp.14-25
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• 1979

우리는 학교 교육과정에서 청소년들에게 과학기술에 관한 실기와 지식을 가르치는데 더욱 힘을 쏟아 어렷을 때부터 타고난 자질을 개발시켜야겠다. 특히 학교 과학교육은 과학기술 발전에 직접적으로 종사할 우수한 인재를 양성, 이들은 장차 국가발전에 동량이 되고있다. 따라서 우리는 이들 학생들에게 과학기술에 대한 거리감과 외경심을 없애주어 과학 기술을 일상생활과 밀착시켜 80년대의 고도산업사회와 근대화를 이룩하는 주역이 되도록 힘써야 하겠다. 그러자면 종래의 과학교육이 미치지 못했던 점을 보완, 과학과 인간 그리고 사회와의 관계를 깨우쳐 주어야 한다. 즉 우리 사회가 필요로 하는 과학교과내용으로 문명과 인간생활에 어떤 뜻을 가지고 있는가에 대해 가르쳐야 한다는 것이다. 따라서 과학이 사회에 미치는 경향을 이해한 학생들은 과학적인 태도가 몸에 배어 편견을 쉽게 물리칠 수 있을 것이고 지적인 향상을 가져와 새로운 사실을 소중히 여기며 창의성을 발휘하고 합리적인 생활을 도모할 수 있는 건전한 국민이 될 것이다. 그러면 전국민과학화 운동의 핵심적 역학을 맡고 있는 일선중학교 과학주임교사들에게 이의 효과적인 전개방향을 들어보기로 한다.

• Korean Journal of Culture and Social Issue
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• v.13 no.1
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• pp.1-41
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• 2007

This study examines factors that influence delinquent behavior among Korean adolescents using longitudinal analysis. A total of 1,012 students completed a questionnaire when they were Grade 6 and 739 students completed a follow-up questionnaire when they became Grade 9. Results of multiple regression analysis indicate that the following variables predicted delinquent behavior of Grade 9 students: Bullying, previous delinquency, experience of punishment, victimization, social efficacy, and moral disengagement. The above six variables have direct and mediating influence of delinquent behavior. Relational factors also influenced delinquent behavior. Social exclusion from friends reduce social efficacy, which increases victimization and which in turn increases bullying, leading to greater delinquency. Parental rejection, social exclusion from friends and hostility from teachers increase moral disengagement, which increases bullying, leading to delinquency. Low academic achievement increases the likelihood of being punished, which increases bullying, leading to delinquency. The results indicate that moral disengagement and social efficacy are mediating factors of delinquency and negative life-events (i.e., social exclusion from friends, rejection from teachers, hostility from parents and low academic achievement) increase the likelihood that Korean adolescents will engage in delinquent behavior. Implications of the results for future research are discussed.

• 대한공업교육학회지
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• v.43 no.2
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• pp.114-131
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• 2018

This study is to develop a competence model for school principals that provides effective career and vocational education (CVE) at middle schools. This model can be used as an indicator for identifying the expertise levels of principals in CVE and to help them develop the necessary skills. Research methods included literature review, basic research, the Delphi technique, analytic hierarchy process (AHP), and surveying. The results were as follows. The competence model for CVE for middle school principals consisted of three competence groups, nine competence elements, and 67-item behavior indicators. First, the three competence groups included the competence to build a school system for CVE, the competence to support CVE at school, and the competence to create a school environment for CVE. Competence to support CVE at school turned out to be most important in the AHP analysis. Second, competence elements included goal management, performance management, the creation of educational culture, support for educational activities, support for school curriculum, support for students, human resources management, resource management and community management. According to the AHP analysis, support for school curriculum was the most significant among the nine competence elements. Third, the behavior indicators were identified items in three areas: 18 items for individual propensity, 18 items for knowledge, and 31 items for performance.

• Journal of the Korean Chemical Society
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• v.50 no.2
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• pp.153-162
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• 2006

The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers' perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers' perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers' perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.

• Journal of Science Education
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• v.44 no.2
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• pp.157-166
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• 2020

In this study, we analyzed the reflection degree of science core competencies, which is presented in second grade middle school science textbooks, and the perception of science core competencies of second year middle school students. To do this, we analyzed the frequency of presentation of science core competencies in middle school second grade textbooks, and surveyed 400 students from three schools in Chungnam area to find out their perception of science core competency. The survey consisted of 15 questions consisting of a five-step Likert scale and 5 ranking questions. The survey analyzed the responses of 327 people who responded faithfully and conducted a post-interview survey to interpret the survey results. The main findings are as follows: First, in the second grade middle school science textbook, the proportion of 'scientific thinking', 'scientific inquiry,' and 'scientific communication' is large, and the students are perceived to have a high proportion of 'scientific thinking,' 'scientific inquiry,' and 'scientific problem solving' in the textbook. Second, students recognize that the proportion of 'scientific inquiry' and 'scientific problem solving' in the evaluation conducted in school was high, and the proportion of 'scientific communication' and 'scientific participation and lifelong learning' was very low. Third, the most important competency in science that students perceive is the 'scientific problem solving,' the competency they wanted most from science is the 'scientific inquiry,' and the competency most needed to live in future society is the 'scientific communication.' Fourth, in the case of 'scientific participation and lifelong learning,' it is an important element of science literacy, but the proportion of consisting science textbooks is low, and students are not aware of the importance or necessity in science.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.101-122
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• 2012

The purpose of this study is to develop teaching learning process plans with problem-based learning using book-making applying to the "Dressing and Self Expression" unit and evaluate its effect in middle school home economics for first grade. We developed teaching learning process plans with problem-based learning using book-making including 9 teaching materials for teachers and 15 learning materials for students. Further, we conducted and investigated pre- and post-tests in a form of questionnaires in 167 students from a girls' middle school in Pusan. Teaching learning process plans with problem-based learning using book-making showed positive results in body satisfaction, such as reduction in distortion or less dissatisfaction regarding students' body images. Also, they were found to be less affected by sociocultural attitude towards appearance. The estimation of students included the positive contents that the class was interested with various materials and it provided them with a chance to understand their body. Meanwhile, minor comments pointed out lack of time and complained of the amount of assignments. With these results, we found that teaching learning process plans with problem-based learning using book-making was an appropriate model to achieve the purpose of this study and we suggested that this class might be applied to other units of middle school home economics.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.79-96
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• 2018

The purpose of this study was to compare and analyze changes to the middle school mathematics textbooks of third mathematics curriculum period and seventh mathematics curriculum period. This study put the math curricula from the third to the sixth one in third mathematics curriculum period as those math curricula witnessed the maintenance of industrial society paradigm. And then it put the math curricula from the seventh one to current the 2009 revised mathematics curriculum in seventh mathematics curriculum period as the knowledge-based information society paradigm has continued throughout those math curricula. Based on those period categories, We compared and analyzed changes of the middle school math textbooks. For the comparison and analysis of math textbooks between the two periods, this study set the unit organization system, unit goal, task type and content development approach as analysis elements in the unit of 'Nature of Figures' in the second grade math textbooks for middle school. As a result of the research, it was confirmed that the textbooks of the two periods had many changes in the unit organization system, but the unit goal, task type, and content development approach stayed in low level goals and task type that require conceptual and procedural.

• Journal of the Korea Convergence Society
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• v.9 no.12
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• pp.421-428
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• 2018

This study was to investigate the effect of socio-ecological factors on school violence attitude on middle school students. The subjects were 100 students in J metropolitan city and 100 students in S city. Data were analyzed using frequency, mean, standard deviation and hierarchical regression analysis using SPSS WIN 24.0 program. Factors affecting an attitude of school violence were the level of aggressiveness of student, parenting attitude, and teachers' attitude to violence. Therefore, in order to reduce school violence. For this purpose, it will be necessary to develop a program to manage the aggressiveness of middle school students and to have a proper awareness of the students' school violence attitude in connection with parents and teachers.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.400-413
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• 2009

The purpose of this study was to investigate middle school students' processes of argumentation in science lessons and to compare students' argumentation in different contexts (socioscientific context/scientific context). An argumentation-based teaching-learning strategy was used to enhance quality in students' arguments in science lessons. Data were collected from five lessons by video- and audio-recording eight groups of four students each engaging in argumentation. The quality and frequency of students' argumentation was analyzed using an assessment framework based on the work of Toulmin. The findings showed that: (a) there was improvement in the quality of students' argumentation; (b) there were no differences in the structure of argumentation and percentage of explanatory argumentation components as well as dialogic argumentation components in different argumentation contexts. The results of this study showed that students' argumentation can be enhanced with strategic argumentation teaching-learning.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.205-206
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• 2019

본 논문에서는 오토마타를 활용한 창의 융합 교육으로 학생들에게 기술과 공학 그리고 예술의 융합적 상상력을 불어넣을 수 있는 교육과정을 제안하고 이를 통해 인지능력과 감정조절, 그리고 공감 능력을 향상시키는 것을 가능하게 하는 사회정서학습인 SEL(Social and Emotional Learning)을 수행할 수 있도록 한다. 제안하는 프로그램을 통해 학생들의 감성을 자극하고 새로운 생각을 유도함으로써 올바른 인성을 가질 수 있도록 한다.