• The Journal of Korean Society for School & Community Health Education
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• v.9 no.2
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• pp.47-64
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• 2008

연구배경: 데이트 폭력은 청소년을 포함한 젊은 인구집단의 신체적, 정신적 건강을 위협하는 중요한 공중보건 문제이다. 친밀한 남녀관계에서 시작되는 데이트 폭력의 위협에 노출되는 시기가 바로 청소년들이 생애주기 상 가장 급격히 발달하면서 많은 변화를 겪는 시기라는 것이 더 민감한 관심을 끈다. 그러나 이 문제 또는 이 문제를 해결하기 위한 노력들의 정도와 심각성을 이해하기 위한 구조적인 노력은 그다지 많이 이루어지지 않았다. 연구목적: 본 연구의 목적은 미국 청소년과 성인 초기 연령집단의 데이트 폭력 예방, 측정 도구, 위험 요인, 이환정도에 대해 지금까지의 관련 연구자료 고찰하여 일반적인 경향을 소개하는데 있다. 연구방법: 1990년부터 2007년까지 발표된 청소년과 성인 초기 인구의 데이트 폭력에 관한 60개의 논문을 검색하여 고찰하였다. 사회과학과 보건과학 관련 연구논문의 검색모듈을 활용하였는데 PsycInfo, Pubmed, 그리고 CINAHL였다. 연구결과: 데이트 폭력의 위험요인은 크게 개인적 요인, 심인적 요인, 가족 요인, 학교 및 친구 집단 요인으로 나뉘어진다. 개인적 요인으로는 자아존중감, 성, 인종, 약물사용, 성상대자 수, 과거 폭력경험이 유의미한 것으로 나타났다. 이 밖의 다른 개인적 요인, 즉 심인적 요인으로는 자기효능감, 식습관, 반사회적 행동 등이 있었다. 가족 요인으로는 가족 구조, 부모 성향이 유의미한 특성들이었으며 이 밖에 학교, 친구, 지역사회의 환경적 요인이 관련 있는 것으로 보고되었다.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.279-293
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• 2019

This study investigated the effects of national science leading school programs on students' positive experiences about science (PES) and teachers' perceptions of curriculum implementation factors affecting students' PES. For this study, Test for Indicators of Positive Experiences about Science (TIPES) was administered to a total of 11,488 students from 117 national science leading schools and 1,315 students from 50 normal counterpart schools. In addition, a total of 105 teachers were given a survey asking their curriculum implementation levels and perceptions on importance and performance levels of each identified factor that was known to influence students' PES. Students' total PES scores and scores in five sub-components of PES were widely varied across science leading school program types. In general, participating teachers reported common curriculum implementation factors that most positively affected students' PES including 'science-related activities out of school,' 'student-centered research projects,' 'ICT-related materials' and 'performance assessment.' Based on these results, implications for science education were discussed.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.196-209
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• 2023

This study recruited 11 teachers with experience in guiding science exhibitions nationwide to investigate the perception and necessity of teachers as educational consumers of science exhibitions, one of the out-of-school science education activities, and conducted an in-depth written survey. An average of more than 3,600 characters answered a total of seven questions in writing, and through qualitative analysis, the growth of students and teachers due to participation in science exhibitions, difficulties in participating in competitions, and teachers' voices for revitalization were recognized. Teachers offered positive opinions in that participation in science exhibitions improves students' knowledge and attitudes related to science and experiences an open inquiry process linked to career advancement in science and engineering. However, the students who participated in the competition failed to record the contents of the inquiry in their school records, and instructors pointed out the obsession with discovering novel topics, the burden of guiding the inquiry process, and the limitations of their expertise in major knowledge. In order to revitalize science exhibitions, 17 city and provincial education offices called for measures to strengthen the capabilities of instructors and students, improve the promotion and screening methods of the National Science Museum, and improve the Ministry of Education's school records.

• Journal of The Korean Association of Information Education
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• v.11 no.2
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• pp.177-184
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• 2007

The purpose of this paper is to evaluate the computer education experience of high school graduates that were taught under the 7th curriculum and present insight into the making of required computer course for college. To achieve this purpose questionnaires were given to college freshmen to fill out about computer education performed not only during middle school, but also outside of the classroom. For suggestions towards computer courses for college students, how students are being taught the use of computers, how students are using computers, and how the computer proficiency of the students were assessed. Considering the results of the analysis of computer education experiences, this study suggests a guiding principle in freshmen's computer education.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.291-304
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• 2013

Considering the change of educational environments and strategies for the future, this research attempted to develop project learning that uses various smart technologies, and integrates formal education within a school with informal learning experiences outside of the school. For effective learning, the processes of the project learning, instructional activities for each process and supporting materials were specified and developed as a learning package. The project learning program and the instructional package were applied to 18 fifth graders in an elementary school located in Seoul. The results of the pilot test were collected with observations, interviews, and assessment of learning processes and products. And then the results were analyzed in regard of 'the whole processes of project activities', 'learning materials and tools', and 'informal learning experiences'. Based on the results, some suggestions were provided for implementing the smart project learning for integrative learning experiences.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.18-32
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• 2016

The purpose of this study was to analyze the differences of elementary and middle school students' ICT literacy by their computer use and information(computer) educational experiences. For this purpose, this study implemented ICT literacy test for students in 300 elementary (4th~6th)- and 300 middle(7th~9th) schools in 2015. The ICT literacy test was composed of two components of 'literacy ability elements' and 'literacy content elements.' The main results of this study are as follows. First, in both of elementary and middle schools, there are positive relationships between students' 'computer use at home' and 'computer outside school,' and their ICT literacy test scores, but their extreme computer use affected their ICT literacy test scores negatively. Second, in both of elementary and middle schools, there are positive relationships between students' information(computer) educational experiences and their ICT literacy test scores.

• Journal of the Korean earth science society
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• v.32 no.1
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• pp.124-139
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• 2011

This study was to explore epistemological features presented in texts of exhibit panels in the science museum located in Gyeonggi Province. Out-of-school or daily experiences allow more properly and potentially students to form informative science image, because the understandings of scientific epistemology were constructed tacitly through various experiences over a long period of time. The target for this study was panel texts of exhibits in a science museum as an of out-of-school context. The analytical framework was adopted from epistemological frameworks by Ryder et al. (1999). The research results were explored in the categories of relationship between scientific knowledge claims and the data, the nature of lines of scientific enquiry, and social dimension of science. It revealed that one exhibit might reflect the characteristics of one epistemological position: relating one data to one knowledge claim; generating knowledge claim from scientists' individual interests or from discipline's internal epistemology; scientists working as a community or an institution. Findings suggested that the exhibits of a science museum including panel texts and medium need to reflect the wide ranges of scientific epistemology.

• 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.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.519-531
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• 2010

In this study, we investigated the elementary school students' images of science class and the factors influencing their formations. 280 sixth graders were selected from nine elementary schools in Gyeonggi province and Gangwon province and the DASCT-C (Draw-A-Science-Class-Test Checklist) was administered. In addition, four students were individually interviewed in order to investigate their responses deeply. Analyses of the results revealed that the students' images of science class for four science subjects (physics, chemistry, biology, and earth science) were more 'student-centered' than 'teacher-centered' or 'neutral'. The students of the teacher with student-centered image of science class had also more student-centered images than those with teacher-centered images. Many students answered that the main factors affecting their images of science class were the experiences of impressed or funny science classes, the perceptions of wanted science classes, the active science learning experiences, the educational experiences outside the school curriculum, and the negative science learning experiences. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1070-1081
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• 2004

This study is the analysis of interview with science major student about the effect of science club experience on career decision. The special interview was planned and arranged to meet students as well as their teacher. Both of the student whose background had experience in the science club activity, field science education during their high school days are majoring in physics and biology. In Summary: 1) science teacher's guidance deeply impressed the student that they respect the teacher as a occupational role model. 2) they really enjoyed the hands-on activities joyful. 3) their experience lasted so long time to keep them to stay in science field. 4) they had an experience of speaking before peer science club students who had similar interest and talent. We found the above four factors were really influential to encourage the subject to major in science career.