• Journal of the Korean Chemical Society
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• v.66 no.5
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• pp.405-415
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• 2022

This study investigated the perceptions of high school students for 8 performance assessment methods in a chemistry teacher's class by using an explanatory sequential design. To this end, a survey was conducted with 439 students from 10 high schools, and after that, 28 students from 5 schools were interviewed to interpret the survey results. The findings were as follows: First, students were experiencing a biased assessment method rather than various performance methods. Second, intuitive confirmation, relevance to a career path, and internal growth were mentioned in the performance assessment method that felt fun, and readiness and unclear evaluation criteria were mentioned in the performance assessment method that felt difficult. Third, the students recognized that it was not an appropriate performance method if the assessment result was affected by individual abilities less relevant to the chemistry subject or the assessment criteria were unclear.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.93-101
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• 2011

The purpose of this research is to find out the change in graduate students' perceptions before and after they take a class on qualitative research. The class on qualitative research was held by the researcher in the winter semester of 2009. The subjects are nine graduate students (two male and eight female) and all elementary school teachers. An open-ended questionnaire with 5 items was used. The responses were interpreted, analyzed and categorized into several main conceptions. The results are as follow: First, some students perceived qualitative research as the counterpart for quantitative research, some perceived that qualitative research supplements quantitative research, while the rest of them had no concept of either before they took the class. Second, they all agreed that qualitative research is necessary in gifted education after they took the class. In order to better understand what is happening in classrooms, in terms of gifted education, a well organized curriculum for gifted education should be developed and conducted in graduate schools.

• Korean journal of food and cookery science
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• v.24 no.2
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• pp.164-173
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• 2008

The objectives of this study were to determine the preferences and consideration factors for selecting processed foods, in middle school students as well as their perceptions on food and nutrition labeling student. Middle school students in the Seoul area were surveyed from October to November, 2006. The results are summarized as follows: the preferred processed foods included 'drinks' (3.85), 'noodles' (3.81), 'biscuits and bread' (3.80), 'milk and dairy products' (3.71), and 'meat and meat products' (3.60). The most important consideration factors in selecting processed foods were 'expiration date' (4.45), 'taste' (4.34), and 'price' (4.08). The two main reasons for eating processed foods were 'delicious' (43.1%) and 'convenient' (33.9%). Food labels were identified 'sometimes' (34.5%), 'rarely' (31.2%), and 'almost never' (18.6%). The primary reason for examining a food label was 'to confirm the expiration date' (52.6%). The main reason for not reviewing a food's label was 'habitual purchase' (57.8%). Nutrition labels were identified 'rarely' (33.4%), 'almost never' (24.7%), and 'sometimes' (23.5%). The reasons for examining nutrition labels included 'to confirm a high proportion of nutritive substances' (26.5%), 'boredom' (24.2%), 'for weight control' (23.5%), and 'to improve health' (18.1%). The main reason for not examining a food's nutrition label was 'not interested' (56.5%).

• Journal of the Korean earth science society
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• v.34 no.2
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• pp.162-172
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• 2013

The purpose of this study is to investigate the effects of flash panorama-based virtual field trips (VFT) as a supporting tool for geological field activity on middle school students' spatial visualization ability, conceptual understanding, and perceptions. A total of 17 middle school students participated in a three day long actual geological field trip around Jeju Island where a three-phase instructional model is applied for utilization of flash panorama-based VFT, which was proposed by Kim and Lee (2011). With one-group pretest-posttest pre-experimental design, data were collected using questionnaire and were analyzed to find out a change in students' spatial visualization ability and volcanic concept understanding, and their perceptions about the utilization of flash panorama-based VFT. Findings are as follows: First, the effect of utilizing flash panorama-based VFT in actual field trip revealed that there was meaningful increase in 'spatial relation' category of spatial visualization ability and 'knowledge' and 'comprehension' domains of volcanic concept understanding. Second, majority of students showed positive gain index in both spatial visualization ability and volcanic concept understanding. Lastly, participating students showed much interest and high satisfaction, and positive perception on the use of VFT. They also perceived that the utilization of flash panorama-based VFT could help in carrying out an actual field trip in terms of cognitive and geographical factors.

• Journal of Science Education
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• v.41 no.2
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• pp.213-225
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• 2017

Most students have difficulties and negative perceptions about physics learning. Especially, it is difficult to understand the whole context by learning based on logical-scientific thinking which excludes narrative thinking. This study aims to develop a storytelling teaching-learning method using the narrative thinking in physics lessons for improving the difficulty of students of physics learning, For this purpose, a storytelling teaching-learning method that can improve scientific attitude and understand and change the concepts was developed through literature research. The following results were confirmed its effects to apply high school students and middle school students. First, the teaching-learning method using the storytelling for high school students with low interest in learning had a significant effect in science-related occupation, interest in science and science-related activities, criticism, openness, cooperation, and spontaneity. Second, the middle school students who are active in learning recognized that teaching and learning methods using storytelling helped to understand physics concepts. The storytelling teaching-learning method developed through this study is expected to stimulate students' interest and motivation in physics and to be useful for learning concepts by improving their scientific thinking skills.

• Journal of Korean Library and Information Science Society
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• v.42 no.1
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• pp.125-144
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• 2011

In order to investigate school libraries' educational impact, two different surveys were conducted. One examined students' school library use in general, including the frequency, purpose, and effect of their library use, and the relative importance of the library in their campus life. The other examined and analyzed their perception of the benefit of the school library to determine if any differences exist among the following three levels: 1) libraries staffed with a dedicated teacher librarian, 2) libraries without a dedicated teacher librarian but active, and 3) libraries without a dedicated teacher librarian and inactive. The questionnaire to survey student's perception had 38 statements, The surveys on student's library use and their perceptions indicated that school libraries benefit the students' reading activities the most. The overall mean of the perception was 3.24(in 5 scales), There were distinct differences among the three levels of school library conditions: the mean for libraries with a teacher librarian scored highest at 3.37, libraries without a teacher librarian but active scored second highest at 3.20, and libraries without a teacher librarian and inactive scored lowest at 3.16. The levels of school library condition suggested direct links to the educational effect on students' achievements.

• Communications of Mathematical Education
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• v.26 no.4
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• pp.363-381
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• 2012

The purpose of the study was to examine teachers' gender difference in teachers' perceptions of the affective domain in teaching practice. This study was conducted with 327 secondary mathematics teachers in Gyeonggi-do by survey method. According to the results, female teachers showed more positive responses in perceptions of the affective domain and teaching practices in the aspect of affective domain at the stage of planning lessons, assessing students, and reflecting lessons. Especially, female group showed higher mean scores than male group in the perception of the value of mathematics at the all stages of teaching.

• Korean Institute of Interior Design Journal
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• v.23 no.4
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• pp.181-189
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• 2014

Adolescence is differentiated from other development stages for the significant physical and emotional changes a person goes through that stage. This study has surveyed communal residencies in the Seoul area and the community facilities within them and has analyzed their correlation with the adolescents' emotional reactions according to their school age. This study is concerned with evaluating the perceptions of teenagers towards learning, cultural, and exercise facilities. These adjectives were positioned on the IRI adjective images to obtain representative words such as "noble", "gentle", and "cheerful" for the purpose of analysis. Furthermore, each representative word was assigned a color and then made into a simulation for the EEG experiment. The EEG signals of the teenagers in different educational levels indicated that EEG signals of high school students were more activated compared to that of middle school students and both groups responded to the "cheerful" images with high EEG signals. Therefore, in order for community facilities within communal residencies to actively support and activate leisure and academic activities for adolescents, they have to be connected to their emotional characteristics. It is also important to minutely plan according to their school age.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.195-207
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• 2024

The purpose of this study was to explore high school science teachers' perceptions and practices regarding the implementation of achievement standards-based assessment (ASA) in their science teaching. To achieve this, semi-structured individual interviews were conducted with 20 science teachers who had implemented ASA. The participating teachers were asked to share their opinions on ASA implementation, the effects of ASA on changes in their teaching, and students' reactions to ASA. The results were as follows. Most of the teachers recognized that the initial intention behind ASA implementation began to be realized in schools only after course rankings were no longer required to be indicated. Some teachers felt that ASA allowed them to focus on students' progress, rather than evaluating them by achievement scores. It also helped some teachers identify students who were experiencing learning difficulties and offer appropriate support. In addition, some teachers acknowledged being able to reorganize their science lessons according to the essential goals of science subjects in the curriculum and provide more detailed feedback on students' achievements. However, some teachers expressed difficulties in setting an appropriate level of achievement for their lessons or in evaluating students' progress using qualitative methods. Lastly, the teachers expressed concerns about the remarkably lower motivation of some students for learning science after the indication of course ranking was no longer required.

• Journal of the Korean Society of Clothing and Textiles
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• v.42 no.4
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• pp.599-611
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• 2018

This study develops a training program for vocational high school students. This study implemented the ADDIE teaching-learning model and was conducted in the sequence of analyses, design, development, implementation and evaluation. In the analysis phase, the existing studies related to vocational competency training were analyzed along with an analysis of the current education programs and suitability assessment. Based on the analysis, the education program was designed and contents were determined. The program consisted of 5 chapters and 17 unit hours of instruction. Reigeluth's (1987) theory was used as the framework for organizing educational materials in the development phase. The programs were implemented on students and evaluated by students as well as experts. Students evaluated the program in terms of the degree of motivation for learning, comprehension of learning content, perceptions of lessons in classes as well as the advantages and disadvantages of the program. Experts evaluated the program in terms of program validity. The results indicate the developed program was useful for training students vocational competencies as shop managers. This study contributes to the field of fashion education, by presenting an example of systematic development of an educational program in connection with industry.