• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.485-491
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• 1998

In this study, the achievement of Korean biology gifted-students was compared with that of International Biology Olympiad(IBO) participants to explore international achievement level of biology and to suggest the need of teaching program for biology gifted-students. Korean thirty gifted-students were selected through test by Korean Biology Olympiad Committee. They examined theoretical test two times in January and March. 1998. Theoretical part consisted of eight domains as follows; cell biology. anatomy and physiology of plants, anatomy and physiology of animals, ethology. genetics and evolution, ecology, systematics, and microbiology. As a result, Korean biology gifted-students had lower achievement than IBO participants in eight domains. and especially much lower achievement in ethology and systematics. Though thirty Korean gifted-students were found to had much lower achievement than lBO participants, four higher rankers of them are in prospect of winning bronze medals. Thus, it is necessary to develope an appropriate teaching program for biology gifted-students with theoretical lectures and inquiry activities.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.77-85
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• 2005

This study organized a Science Improvement Activity Program designed for the excellent students in science in 5th and 6th grades. After application the effect of the program on science process skills was analyzed. The Science Improvement Activity Program was applied to the experimental group as a club activity after school during the semester. The results of this study were as follows: First, the students participated in the Science Improvement Activity showed an increase in the science process skills compared with those who didn't. Second, it was found have improved in enhancing their science process elements of observation, measurement, data analysis, forming hypotheses, and controlling variables. It is expected that the development of activity programs and their active application should be done in order for schools to provide science education according to each student's capacity from various angles.

• Journal of Convergence for Information Technology
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• v.9 no.1
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• pp.1-11
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• 2019

The study was to investigation the correlation between critical thinking and problem-solving abilities of 320 dental hygiene students enrolled in H university, J region from June 1 to August 30, 2018. The data was analyzed by ANOVA, pearson's correlation and multiple regression using SPSS 18.0 program. The correlation between critical score 3.36 while problem solving ability score 3.41. The correlation between critical thinking problem-solving abilities of the subjects was statistically significant. The significant variables included problem-solving(${\beta}=0.107$)(p<0.05), academic performance(${\beta}=-0.081$)(p<0.05) with an explanatory power of 52.2%. It is necessary to develop a curriculum and learning method in improvement for critical thinking and problem-solving abilities change in educational environment of dental hygiene students.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.788-803
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• 2022

This study was conducted to find out the characteristics of H University's students admitted through affirmative action program. The differences between the affirmative action program enrollment students and all students were compared by descriptive statistics and correlation analysis methods. In addition, in-depth interviews were conducted for students who entered the affirmative action program. A qualitative research method was used to analyze the contents of in-depth interviews. The results of the study are as follows. First, the higher the entrance score, the higher the university score for students in the affirmative action program. Second, the college satisfaction of students entering the affirmative action program is higher than that of students enrolled. Third, according to the results of the in-depth interview, the affirmative action program students were both active and not. In conclusion, it is necessary to establish a system in which students can actively prepare for their careers in universities. Accordingly, the expansion of the affirmative action program is likely to contribute to the development of universities.

• Analyses & Alternatives
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• v.6 no.1
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• pp.35-68
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• 2022

In this paper we define wage premium of college hierarchy as a wage differential among college graduates from different universities within the same graduate cohort and estimate the wage premium of college hierarchy for the three different cohorts: namely, 1982, 1992, and 2002. We utilize a unique data set called Education-Labor Market Lifetime Path Survey, which contains education and labor market information about the three different college graduate cohorts. We find that the wage premium of college hierarchy changes over time for the same cohort. It tends to large right after graduation but decrease with labor market experience. When the test score at the time of college entrance controlled, the wage premium of college hierarchy mostly disappears for the 1992 cohort. But for the 2002 cohort it remains seven years after graduation. The difference in the wage premium of college hierarchy can be explained, at least partly, by the number of colleges, college enrollment ratio, and the relation between college hierarchy and the entrance test score.

• (The) Research of the performance art and culture
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• no.40
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• pp.137-161
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• 2020

In this article, I examined the conflict of youth reflected in Bae Bong Ki's plays based on theory of 'conflict'. Bae Bong Ki has been questioning the 'youth rights' in determining the content of performances, along with 'the magnetic field of college entrance examination' where most of the youth feel under huge pressure in his play. In the and , I focused on the students with the highest grade and the students with the lowest grade in the context of university entrance examination. Students who are struggling to keep the grades up are captured in this play as the educational reality of adolescents in distress. The situation of the top and bottom students is different, but both top and bottom students were too stressful to go to school. And 'the rights of the youth in deciding the content of the performance' in was a difficult topic because it collides with the right for the teacher to educate. It is expected that many plays will be created reflecting the conflict of youth in the future, and youth theater as well as discussions upon it will be enriched.

• The Korean Journal of Elementary Counseling
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• v.9 no.2
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• pp.175-193
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• 2010

The aim of this study is to examine effects of a yoga program for children on school stress of the elementary school children. To achieve this goal, total 10 students out of 231 in 6 classes among the third graders in M elementary school in B city were selected as subjects for this study. After regular school hours, they participated in a children's yoga program for 16 times for 45 minutes per session in the course of 8 weeks. An ethnographic interview was conducted to identify the effects of the program. During the initial stage of the children's yoga program, the participants were interviewed preliminarily. An analysis of areas and an analysis of classifications were made based on the initial interview results, and an area classification table was drawn on the school stress perceived by the elementary school children. After the yoga program ended, a follow up interview was made to apply an analysis of components by comparing changes in the school stress level due to a yoga effect. A research report was written through a cycle of addition and supplement in which the previous data analysis was complemented and corrected by new findings of the study. As a result of the ethnographic interview to analyze the school stress perceived by the elementary school children, and an examination of the changes in the school stress level, the children's yoga program proved to be significantly effective in reducing the school stress. However there were limitations to a certain degree in stress reduction. Details of such findings in each sub-category are as follow. First, as a result of the initial interview analysis, the school stress was classified broadly into 4 categories of study stress, friendship stress, teacher stress, and school environment stress. Second, the study stress as the first category of the school stress was classified into 3 sub-categories of homework, class, and exam stresses. In spite of minor differences among 3 sub-categories, the stress was reduced in general. Third, the friendship stress as the second category of the school stress was also classified into 3 sub-categories of bullying, alienation, and performing one's duty. There were minor differences among sub-categories, however stress reduction also appeared with the exception of the performing one's duty category which had relatively little effect from the yoga program. Fourth, regarding the teacher stress as the third school stress, a classification was made into 3 sub-categories of preference, penalty, and teaching method. Minor differences among the 3 sub-categories notwithstanding, stress reduction appeared with the exception of the teaching method stress which had relatively little effect from the yoga program. Fifth, the school environment stress as the fourth category of the school stress was classified into 2 sub-categories of school meals and facilities. Minor differences between the 2 categories notwithstanding, stress reduction appeared with the facilities stress having relatively little effect.

• Research in Community and Public Health Nursing
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• v.7 no.2
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• pp.420-436
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• 1996

The goal of this study is to explore different risk factors for smoking and look at the relationships between knowledge, attitudes, and behavioral intentions regarding smoking among schoolchildren, in order to reduce teenage smoking. To achieve this goal a self-administered questionaire regarding smoking was provided to schoolchildren in the 7th and 8th grades in one junior high school in Jerusalem. The schoolchildren were exposed to 10-12 hours of a smoking prevention intervention program. The questionaire focused primarily on the personal characteristics, social environment, knowledge, attitudes, practices, and behavioral intentions of the children. Crosstabs were performed on each variable to determine if significant associations exist among the different variables. The statistical computer, package, SPSS PC, was used to manipulate the data along with Chi-square test. The findings were as follows : About 11% of the children aged 12-14 have ever smoked or are smoking currently, and about 24.0% of those who ever smoked started smoking at the age of 10. Boys smoke more(p<.01), poorer students(by self-perception of school performance) smoke more, and those who had peers who were smokers were more likely to smoke(p<.05). The percentage of the children who reported that either father or mother smoked was about 30%, but no statistical association was found between parental smoking and children's smoking, although trends were noted in the expected direction, i.e. more smokers among children of smokers. Only 1.1% of the children intended to smoke in the future, and 98.0% of the children indicated that they can or they might be able to withstand social pressure. Seventy percent of the children demonstrated medium to high knowledge about smoking, Males, 8th graders, better students, and those without friends who smoke had higher social pressure showed more negative attitudes(p<.01). Those with non-smoking siblings showed more negative behavioral intentions regarding smoking(p<.01), and better students showed more negative behavioral intentions. Those who had higher knowledge scores showed more negative attitudes towards smoking, but not significantly so. Those who had very negative behavioral intentions showed highly significant negative attitudes towards smoking(p<.01).

• Journal of Digital Convergence
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• v.11 no.12
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• pp.557-568
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• 2013

This study is conducted to analyze the difference among college students' department satisfaction, career maturity, and career stress, and to examine the influence of department satisfaction and career maturity on career stress. A survey was done among 824 college students using the scales on department satisfaction, career maturity, and career stress and the following results were found. First of all, department satisfaction, career maturity, and career stress had statistically significant differences based on students year, age, academic records, entrance motive, peer relation, and health condition. Secondly, the subfactors of department satisfaction, namely, course satisfaction, relationship satisfaction, general satisfaction, and recognition satisfaction, showed statistically significant differences according to age, gender, academic records, entrance motive, peer relation, and health condition. Thirdly, the subfactors of career maturity, namely, determinacy, participation, independence, tendency, and compromise, had statistically significant differences according to year and age. Lastly, career maturity and department satisfaction considerably influenced career stress: when department satisfaction and career maturity were lower, career stress was higher. These results indicate that department satisfaction and career maturity correlate with career stress. Therefore, in order to decrease career stress, college students who maintain a low level of department satisfaction and career maturity should receive active guidance and education.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.303-312
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• 1998

In this study, the multimedia CAl program for chemical equilibrium in high school grade 3 was developed and the effect of CAl on achievement and attitude toward chemistry instruction and computer was investigated. Before instruction, the test of attitudes toward chemistry instruction and computer were administered, and the grade in the mid-term examination was obtained. These scores were used as covariates. Mid-term science score was used as blocking variable. For chemical equilibrium instruction, traditional and computer assisted instruction were used. After instruction, the achievement test and the test of attitudes toward science instruction and computer were administered. The results indicated that students in the treatment group achieved significantly better than those in the control group, but did not show improvement of attitude to chemistry instruction and computer compared to those in the control group. No significant interaction between the treatment and the level of students' prior achievement was found. Female achieved significantly better under CAl than under traditional instruction. In two subtests(understanding and application), treatment group achieved better in the subtest of application than control group. CAl had an effect on chemical equilibrium state (about reversibility) significantly. While female of the treatment group did not show more positive attitude toward both chemistry instruction and computer significantly than that of the control group, male showed more positive attitude significantly. Educational implications are discussed.