• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.68-79
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• 2010

This study utilized the What Is Happening In this Class (WIHIC) questionnaire to examine students' perceptions of their science learning environment. Data was collected from 587 middle school students in seven coeducation schools in Seoul. Higher mean scores occurred on the scales of Student cohesiveness, Task orientation, Cooperation and Equity in the WIHIC, whereas lower mean scores occurred on Teacher support, Involvement and Investigation. The effects of gender on students' perceptions of their science learning environment were not statistically significant overall, but girls perceived Student cohesiveness and Cooperation more positively than boys. Correlations between the WIHIC scales of the low-level group that perceived their learning environments negatively (10 percentiles) and the high-level group that perceived their learning environments positively (90 percentiles) were computed. Teacher support, Involvement, Task Orientation and Investigation were highly correlated with each other in the low-level group, whereas only Teacher support and Equity were correlated in the high group. Educational implications were discussed.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.159-168
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• 2014

This study was designed to 10 questions as development of GAP program for ninety high school students(each student of 30 with achievement as high, medium, and low categories), it was analyzed the perception of Earth scientist. High school students have a positive perception about a course in Earth science, but they have lack of knowledge about Earth scientist as a career man, and they can't recognize Earth scientist as a career. A failure of learning of Earth science for Students with low level achievement leads to a negative perception about Earth scientist and disconnection to future career. School education should provide an opportunity to encounter Earth scientist for students and it is badly in need of effort to connect to the job training program.

• Journal of the Korean Chemical Society
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• v.52 no.1
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• pp.96-106
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• 2008

The purpose of this study was to identify the actual conditions of operation in school and investigate the perceptions of science teachers and students regarding the 7th elective-centered curriculum of high school science subjects. For this study, a questionnaire survey was conducted for the selected subjects including 127 high school science teachers and 763 high school students in their third year who had experienced the 7th elective-centered curriculum. As a result of the study, concerning the way to present the elective subjects of science, many cases were the alternative way and the group-elective way in humanity courses while natural science courses had the alternative way and the free-elective way in most cases. In other words, in many cases, the right of elective was given within a limited range. The result of the investigation on science teachers' perceptions on the elective-centered curriculum was that negative views dominated as a whole. Especially, earth science teachers showed the most negative attitudes. The number of biology and chemistry teachers who supported students' right to opt subjects were lower than that of physics teachers and earth science teachers who were against it. To help students make a right choice, many viewed that the system of the college Scholastic Ability Test should be complemented in order to prevent any disadvantage to each elective subject or that it was necessary to have systematic and realistic career education. As the result of investigating the perception of high school students in their third year regarding the elective-centered curriculum, they were usually not very satisfied with it. As the reason for it, many said the selection right was limited. Many others also expressed that there were lack of public relations and education on subjects and careers. Based on these results, limits still exist in accepting all demands although there are a lot of efforts made to smoothly adjust supply and demand of science teachers as well as students' electives in the field of school. It is considered necessary to come up with counterplan and complements to prevent basic science from being neglected or lower academic achievement in the subject of science from happening, and at the same time to harmoniously deal with supply and demand of science teachers as well as the issues of students' demands given the actual conditions of school.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.151-158
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• 2014

This study was designed to analyze fifty-seven high school students' perception of environmental change through drawing. More than half of the students showed the present environment as a pure natural space, and they represented the future environment as a space which includes the artificial contents, they also expressed technology advance in their picture. Most of high school students showed the negative perception to express the present environmental condition in a polluted space by human. In matters of the future environmental condition, half of students expressed it positively, the other half of students expressed it negatively, we should develop our will to improve the environment, and try to change student's preception positively.

• Journal of the Korean earth science society
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• v.41 no.5
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• pp.520-530
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• 2020

The purpose of this study was to investigate students' understanding of the terms presented on the information board in the Jinan-Muju National Geopark. To this end, a survey was conducted with 219 students (147 elementary, 41 middle, and 31 high school students) to determine the level of their perceptions of the geopark, and of the usefulness of the information board, and their understanding of the terms presented on the information boards of the National Geopark. To determine the students' understanding of terms, 10 representative information boards were selected and the entire content was converted into text. Afterwards, 256 key terms were extracted from the text through discussions with three experts, and these terms were presented to students to grasp their level of understanding. The results were as follows: First, the level of students' perceptions about the geopark was very low, so publicity and educational approaches are needed. Second, students were not interested in the information board and had a low level of understanding owing to the large amount of information and reading difficulties. Third, among the 256 terms, the number of terms that students found difficult to understand tended to decrease with increasing school grade: 80 for elementary school students, 53 for middle school students, and 31 for high school students. The reason the students had difficulty in understanding terms was that elementary school students had not yet learned the terms in the curriculum, whereas middle and high school students have difficulty understanding technical terms and Chinese characters. Therefore, the information board in the geopark will need to be easily translated into Chinese characters or additional explanations of technical terms need to be provided so that visitors can understand the concepts more easily.

• Journal of the East Asian Society of Dietary Life
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• v.25 no.4
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• pp.710-719
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• 2015

This study was undertaken to identify factors affecting school food waste generation using a questionnaire. The subjects were 254 high school students (male; 156, female; 98) in Sacheon, Gyeongnam divided into three groups of low (${\leq}1/week$), moderate (2~3/week), and high (${\geq}4/week$) according to the frequencies of food waste. The questionnaires consisted of general characteristics, anthropometric values, dietary habits, health-related behaviors, self-perceptions of food waste, snacking patterns, and nutrition knowledge. The main reasons behind food waste were 'too much food' in the low (20.9%) and moderate (32.2%) groups, and 'no appetite' in the high group (p<0.01). The main types of food waste were rice (44.2%) > fish (18.6%) > vegetables (14.0%) in the low group, rice (54.2%) > Kimchi/vegetables (15.3%) in the moderate group, rice (56.0%) > vegetables (20.0%) > Kimchi (16.0%) in the high group (p<0.01). School food waste was significantly affected by age, gender, monthly allowance, school grade, weight, BMI, regularity of meals, time of meals, type of breakfast, starting age of smoking, and cost for snacking.

• Korean Educational Research Journal
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• v.43 no.1
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• pp.125-152
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• 2022

The purpose of this study is to examine the differences of perceptions of teachers and students regarding teaching skills. For the analysis, data was collected by ICALT(International Comparative Analysis of Learning and Teaching) class observation tool and students survey called My Teacher Questionnaire. a student survey. The data of teachers and students can be compared because as the two tools have seven common domains(Safe and stimulating learning climate, Efficient organization, Clear and structured instructions, Intensive and activating teaching, Adjusting instructions and learner processing to inter-learner differences, Teaching learning strategies, Learner engagement). In 2016, in Daejeon, Chungbuk and Chungnam. trained teachers collected data from 106 classes, and 2,866 students responded the survey. The reliability and validity of the two tools, class observation and MTQ(My Teacher Questionnaire) are proven to be satisfactory for use in Korean schools. Students perception on teaching was high, particularly when students are in lower grades and learning major subjects like English, Korean, and math. The domain of higher teaching skills, male students show higher perceptions while female students reported higher perceptions on lower-level teaching skill domains. To compare the perceptions of teachers and students, the predictive reliability of students engagement against teaching skill domains was used. Teachers showed higher predictive reliability on lower teaching skill domains while students showed higher predictive reliability on higher teaching skill domains. It is recommended for further study to develop a professional development model using a teacher class observation tool and the My Teacher Questionnaire for pre-service teachers and school teachers.

• Journal of the Korean Chemical Society
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• v.51 no.5
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• pp.447-458
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• 2007

The purpose of this study was to explore high school teacher's and students' perceptions of learning difficulties of the ‘chemical bond' unit of the Chemistry II in the 7th national curriculum. The participants in this study were consisted of a teacher and his students(85) from the Chemistry II classrooms: they all answered to the questionnaire, and then some students and the teacher were interviewed individually. The results showed that there were big differences between the teacher's and his students' perceptions of 1) the most difficult unit for understanding; 2) concepts they learned; and 3) the most difficult concept for understanding in the classroom. Students thought that electro-negativity unit was the most difficult to understand while teacher thought molecular structure unit was the hardest unit to teach. And teacher taught all 32 subjects of chemical bond unit to students, but some students could not remember they learned all of them. Most difficult parts for students to understand were ‘Coulomb force' and ‘dipole moment', while the most difficult part for the teacher to teach was ‘the conceptual difference between atomic bond and intermolecular force'. The reasons caused the students' learning difficulties were analyzed and discussed based on the interview data, and then further study was presented.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.3
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• pp.1307-1312
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• 2014

Background: The objective of this study was to examine the effect of self-concept levels and perceived academic achievements of sixth, seventh and eighth grade primary school students upon their perceptions about smoking. Method: The data were collected with the Socio-Demographic Data Collection Form, Pier-Herris Self-Concept scale and Children's Decision Balance Scale. The study sample consisted of 374 students receiving education in the sixth, seventh and eighth grades of three primary schools, which were selected among primary schools of Izmir Provincial Directorate for National Education representing three socio-economic groups with a simple random sampling method. The data were collected in December 2012-January 2013. Percentages and the t test were used in the evaluation of the data. Results: While students with a positive self-concept had score averages of $7.12{\pm}2.18$ regarding the lower dimension of smoking pros and $29.0{\pm}2.47$ regarding the lower dimension of smoking cons, their counterparts with a negative self-concept had score averages of $8.61{\pm}3.76$ (p=0.000) and $28.1{\pm}3.49$ (p=0.004), respectively. According to self-perception, there was statistical difference between perceptions of students regarding smoking (p<0.01). While students perceiving themselves successful had score averages of $7.81{\pm}3.13$ and $28.5{\pm}3.19$ regarding the lower dimension of smoking benefit and harm, students perceiving themselves unsuccessful had score averages of $8.27{\pm}3.39$ (p=0.333) and $29.01{\pm}2.05$ (p=0.235), with no difference determined. Conclusion: Students with a positive self-perception had a low perception of smoking pros and a high perception of smoking cons. Perception of academic achievement did not affect the pros and cons perceptions of children regarding smoking.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.557-566
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• 2011

This study investigated the effect of subject classroom system by examining students' perceptions of science discretion class, which was newly developed as Science Mathematics specialized subject classroom system. Science discretion subject proceeded through inquiry experiments in the subject classroom, applying both block scheduling and divided classes. Surveys were conducted twice in order to find out what the students thought about science discretion subject and subject classroom class. The results have shown that students considered that the teachers have prepared with enhanced enthusiasm and the classes have become more interesting. The satisfaction level for experiment centered subject was very high (84%) and significantly higher in case of science-oriented course students (p<.05) and upper level students (p<.01). In addition, most of the students thought favorably about block scheduling and divided classes.