• Proceedings of the Korean Society for Environmental Edudation Conference
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• 2003.07a
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• pp.80-98
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• 2003

• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.1
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• pp.114-119
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• 2013

The superiority and safety of eco-friendly agricultural products are well-known. The purpose of this study is to provide fundamental data for creating a safe food culture, to improve the quality of school food services, and to increase student satisfaction with school food services. We compared the perception of eco-friendly agricultural products and food service satisfaction between students with and without exposure to a dedicated event for learning about eco-friendly products (an Eco-friendly Food Service Day) in elementary and middle school. When students were asked to define eco-friendly products, "organic products" was a highly frequent response in schools with an Eco-friendly Food Service Day, while "pesticide-free products" was a highly frequent response in school without this event. For most students, a factor in choosing eco-friendly products was a quality certification mark. Students from elementary schools with an Eco-friendly Food Service Day had a higher frequency of using eco-friendly agricultural products at home compared to students from schools without the event (p<0.01). In addition, the satisfaction with school food service was higher in schools with an Eco-friendly Food Service Day (p<0.05). These results suggest it is important to promote the use of superior and safe eco-friendly agricultural products while developing a variety of menus considering students' preferences.

• Journal of Science Education
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• v.32 no.2
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• pp.103-120
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• 2008

The purpose of this study was to compare science teachers' perceptions with students' perceptions about the important aims of laboratory activities in science instructions, to identify whether there was a difference between them. For the purpose, the two questionnaires were designed; for secondary science teacher and secondary student. The samples selected in each group were 108 middle school teachers, 109 middle school students, 104 high school teachers, and 110 high school students. The survey responses from each group were analyzed through multiple response method. The results indicated that science teachers selected the science process skills as important aim of laboratory activity whereas students selected the ability for creative problem-solving and the central tendency of teachers' responses about certain item-science process skill was relatively higher than students' responses about certain item-the ability for creative problem-solving. From these results, we found there was the difference between teachers' perception and students perception about the important aims of laboratory activities in science instructions.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.559-567
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• 2006

The purposes of this study were to investigate and compare the perception of students, their parents, and their teachers about students' scientific talent and interest, and to analyze if there is a difference among the perceptions of the three groups by students' gender. For the research, 592 Korean elementary and middle school students, their parents (N=592), and their teachers were sampled and investigated their perceptions, with the questionnaire for students, parents, and teachers developed by the authors and validated by science education experts group. The research results are; (1) in total, the perception scores of parents and teachers are higher than that of students' perception, and the average score of each group decreases by grade in every group; (2) among the students and parents groups, average perception score of male students' talents and interest was higher than that of female students, while teachers perceive averagely that there is no difference in students talents and interest by gender.

• Journal of Digital Convergence
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• v.14 no.7
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• pp.29-36
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• 2016

This study aimed to examine differences in the academic achievement depending on general characteristics of adolescents, and to verify the predictors influencing them according to school levels. For the study, 555 adolescents were surveyed at B county of Gyeongbuk province in September 2015. The results were as follows. First, it was found out that the adolescents' academic achievement was different depending on school level, family type, and economic status. Second, the predictors of the academic achievement in middle school students were self-esteem, age, number of friend, and aggression. Third, the predictors of the academic achievement in high school students were self-esteem, age, school level, and violence recognition. Based on these results, the ways to improve the academic achievement were suggested.

• Journal of the Korea Society of Computer and Information
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• v.19 no.1
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• pp.181-189
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• 2014

The purpose of this study is to suggest some policy implications for the youth through empirical study about the effects of middle school students' brand perception on their sociability. For the purpose of this study, this study established a causal model about the relationships between brand perception and sociability through review of previous studies and surveyed for empirical research. The results of this study are presented as follows: Preference, imitation, and relevance as brand purchase elements of teenagers affected their self-esteem and empathy for others significantly. Self-esteem that is meditating variable in this study did not have a significant effect on sociability, while empathy for others had a great effect on it. This study suggested policy implications for teenagers to have good standards and a sense of value in a brand purchase.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.153-170
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• 2007

The purpose of this study was to find out the way to activate the Education of Korean Traditional foods and culture from middle school subject, Technology and Home Economics Education. We investigated the middle school students' perception and needs for the Education of Korean Traditional foods and culture in their educational curriculum. This study was carried out by using a self-administered questionnaire and 600 middle school students in Gyeonggi province were participated. Most of subjects took the Education of Korean Traditional foods and culture as a part of Technology and Home Economics Education. They recognized that this lecture is necessary and effective, since it is of great help to their life. However, lecture was descriptively given by teacher and not actively participated by students. Therefore, students requested for more practical methods of teaching and learning. They also desired that the education should comprise what will be helpful in a real life. These results suggested that current teaching and learning methods should be corrected and complemented in such a way as to reflect relevant contents and learners' demands which are useful in a real life, so that the Education of Korean Traditional foods and culture may be conducted through middle school subjects of Technology and Home Economics Education in an effective way at school.

• Journal of Korean Home Economics Education Association
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• v.25 no.3
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• pp.19-38
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• 2013

This study focuses on the differences in general self-concept, academic self-concept, significant others self-concept and emotional-physical self-concept in relation to appearance management behavior. It goes on to show that appearance management behaviors such as styles in clothing, makeup, skin care, hair care, cosmetic surgery and body shaping, weight control management are strongly influenced by self-concept. Therefore, this study was carried out with the aim of providing basic understanding and information on the appearance management behavior of middle school students. It was also done in an effort to find ways of improving the self-concept of students through education as a part of the domestic science curriculum. The results obtained in this study are as follows: On average, the middle school students who took part in this study showed low self-concept and appearance management behavior which indicates a negative image of themselves. This suggests that efforts need to be made so that students can see themselves in a positive way and improve their self-concept through appearance management behavior. Middle school students with a positive self-concept try to present themselves by keeping their skin clean and their hair attractive. They express their self-esteem and personality through fashion and by keeping and maintaining their clothing, shoes and bags. They also tend to show a positive attitude towards their studies and are more likely to understand and get along with others. The students who showed positive attitudes towards their bodies and emotions have a higher interest in clothing and try to express the image that they want for themselves. They are also less likely to change their bodies unnaturally through cosmetic surgery and body shaping. Appropriate appearance management behavior can help middle school students see themselves in a more positive way.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.337-348
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• 2019

The purpose of this study is to examine epistemic thinking in middle school students in an argument-based inquiry science class. Participants of the study were 93 9th grade students from four classes of a middle school in a metropolitan city. Observations were made over one semester during which argument-based inquiry lessons on five subjects were conducted. Data was collected from argument-based inquiry activity worksheets and student questionnaires. After analysis of epistemic thinking in the written reflections, students were found to have the highest frequency of epistemic metacognitive skills, followed by epistemic cognition, epistemic metacognitive experience, and epistemic metacognitive knowledge. While investigating the effects of an argument-based inquiry science class on student epistemic thinking and after analysis of the reflections written for the first ABI activity and the fifth ABI activity, we found that all of the sub-elements of epistemic thinking have increased. The rate of growth for epistemic cognition is greatest, followed by epistemic metacognitive knowledge and epistemic metacognitive skills. Assessed for epistemic thinking, the level of epistemic thinking improved over the course of the argument-based inquiry science class. The results of the survey show that students actively participating and being recognized for their active participation in the argument-based inquiry science class are helpful in understanding scientific knowledge. Therefore, an argument-based inquiry science class is a teaching and learning program that allows students to understand and experience the epistemic nature of scientific knowledge and its construction through collaboration and agreement.

• Journal of Digital Convergence
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• v.13 no.10
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• pp.385-395
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• 2015

CPR education to school students is one of the key points to higher bystander CPR rate. The object of this study is to evaluate the results after CPR education to middel school students by health teachers compared to that of pre-education status. During 3 monthes from Mar. to Jun. 2014, the observation data before and after CPR education were analysed through Chi-square test and McNemar's test using SPSS, SAS programs from 812 middle school students in Busan prov. After stratifying those surveyed by genders and previous CPR education experiences, each stratified groups showed positive changes of statistical significnace in all aspects of the knowledge, will, and self-confidence about CPR. (p<0.05). It is the more desirable method to increase bystander CPR that the CPR education including knowledge and practice was done to middle school students by health teachers. To come true these CPR education, more studies are necessary about policy development to support education tranining tools in a community.