• Korean Journal of Health Education and Promotion
• /
• v.18 no.3
• /
• pp.77-88
• /
• 2001

This study was conducted to examine middle and high school students' knowledge level of first aid, health promotion, and safety. Data were collected from 1.165 students from March 6, 2000 to April 4, 2000. The results of this study are summarized as follows. 1. 80.1％ of the respondents felt the necessity of first aid. The sources of information about methods of first aid were school (43.9％), mass media (15.6％), and self-study (10.5％). 30.0％ of them never learned the methods of first aid. 2. In the case of obtaining information on first aid through mass media, 58.2％ of them got it from TV. 7.3％ of them obtained it from magazines, while 5.8％ of them got it from newspapers. According to their viewpoints of adequate time to teach the methods of first aid, 38.6％ of them thought that the methods had to be taught in the primary school and 25.2％ of them thought that they had to be taught in the kindergarten. 24.9％ of them replied that the methods had to be taught in the middle school, while 11.3％ of them replied that they had to be taught in the high school. 3. The points for knowledge of first aid were 98.29:t20.91 on the basis of 150 points (65.5 points on the basis of 100 points). The points showed significant differences in the variables of sex, education level, numbers of siblings, parents' education level, and guardian's occupation.

• Education of Primary School Mathematics
• /
• v.10 no.1 s.19
• /
• pp.15-28
• /
• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.

• Journal of English Language & Literature
• /
• v.56 no.1
• /
• pp.65-78
• /
• 2010

The purpose of this paper is to suggest that the International Phonetic Alphabet be included in English curriculum and taught in English classroom. Current English curriculum for elementary and middle school students doesn't specify anything for the education of the IPA. The knowledge of IPA is essential for the students to study by themselves how to pronounce English words. The IPA, however, is either too little or too much to be taught at school. It is too little in that it doesn't tell us anything about allophones, the knowledge of which could enable us to get rid of foreign accents as much as possible. It is too much in that it can represent more than one sounds (e.g., /ɔ/ in American and British English). To overcome these drawbacks, it should be introduced gradually with the allophones in the same environments. The correct vowel sounds should be introduced with the aid of pronunciation dictionary so that the students could get their own vowel quality. Moreover, the IPA symbol should be adopted for the English textbooks.

• Journal of Korean Academy of Nursing
• /
• v.33 no.4
• /
• pp.464-470
• /
• 2003

Purpose. Nursing has evolved as a unique and independent field over the last decades. Unfortunately, many nurses in Korea express concern that they lack appropriate background knowledge in bioscience necessary to practice nursing competently. To determine the reasons of their concerns, we examined the perceptions of RNs regarding bioscience courses in their undergraduate (Baccalaureate and 3 year diploma program) and their perceived relations to the practice of nursing. Methods. The structured questionnaires were sent to 3 university-affiliated tertiary hospitals in Seoul, Korea. Results. The responses given by the nurses in the two groups were similar. The nurses in this study reported that the bioscience courses they took as undergraduates had little relation to their professional tasks. This lack of link between bioscientific knowledge and nursing practice may be partly due to the fact that the courses are taught by non-nursing faculties who are not familiar with nursing tices. It also appears that bioscience knowledge deficit was most prominent during nursing assessment regardless of the program they attended or the unit they are currently working. Conclusion. Bioscience courses should be integrated into the nursing curriculum properly and taught by nursing faculty who have a strong background in biological sciences.

• Education of Primary School Mathematics
• /
• v.25 no.4
• /
• pp.377-394
• /
• 2022

Criticism has been raised that the way of teaching weights in the 3rd and 4th graders of elementary school is different between the 2015 revised math curriculum and the 2015 revised science curriculum, causing confusion among elementary school teachers and students. This study tried to confirm the social recognition that should be considered in the process of didactic transformation which means transformation from knowledge to used into knowledge to taught and to compare the variations of didactic transformations differently according to didactic intentions. The research analyzes and synthesizes the root of the meaning of weight, weight in the international standard system of units SI, weight implemented in Korean mathematics curriculum and textbooks, Singaporean mathematics curriculum and textbooks, USA mathematics curriculum and textbooks, and Korean science curriculum and textbooks. Through this analysis, a pedagogical perspective on how to define and teach weight in elementary school as knowledge to be taught was derived.

• Research in Mathematical Education
• /
• v.13 no.4
• /
• pp.297-307
• /
• 2009

This research examined intuitive knowledge of 6th grade students in Israel prior to the formal learning of percentages in school. In other words. the research investigated knowledge of basic concepts and familiarity with the usage of percentages in daily life. Results have shown that students are familiar with the concept of percentages and thai some students are able to handle simple problems composed of common percentages (50% and 25%). However, it was also found that many students had misconceptions that should be taken into account while the subject has been taught.

• Korean Journal of Community Nutrition
• /
• v.10 no.6
• /
• pp.920-929
• /
• 2005

This study was aimed at knowing the recognition of teachers' nutrition knowledge and nutrition education at day-care centers in Seong-nam. Teachers were all female, most of whom were in the 20, and their careers were less than 3 years. And $76.2\%$ of the teachers graduated from high school and junior college. The score of the nutrition knowledge was average $14.3\pm2.2$ (out of 20). It shows that they are lack of general information of nutrition. As the teachers had higher education, they scored higher nutrition knowledge levels (p < 0.01). It also says that there was meaningful interrelationship between the nutrition knowledge and the number of children they had (p < 0.05). $93\%$ of the teachers said that nutrition education should be given when children are three years old, at least and most of the teachers thought that nutrition education is necessary and should be taught in a separate course. $50.4\%$ of the teachers thought that nutrition education for early childhood should be taught by a nutritionist, but $35.2\%$ of them thought that the teachers themselves should be in charge of it. About $60\%$ of the teachers thought that 'Cooking Activity for Early Childhood' course should be established and it is desirable that the nutrition education should be in the area of cooking activity for childhood at day-care centers. The teachers thought that dietary habit is the most important subject in nutrition education and they got more information from the internet rather than in the class related to nutrition. (Korean J Community Nutrition 10(6) : $920\∼929$, 2005)

• Hwankyungkyoyuk
• /
• v.20 no.2
• /
• pp.1-15
• /
• 2007

The Environmental problem solving model is an instructional strategy to accomplish the aim of environmental education through investigation of environmental problems and issues of the community. This study is intended to compare the instructional effect of the structured model with the unstructured model of environmental problem solving. The experimental group received the structured instruction and the control group received the unstructured instruction. There did not appear to be any significant difference between the groups in regard to knowledge but in regard to knowledge of environmental issues, the experimental group was more effective than the control group. No significant differences existed between the groups in attitude. In regard to investigating skill and evaluation of environmental issues, the experimental group was significantly more effective than the control group. The experimental group was significantly more effective than the control group in regard to environmental action skills. To foster responsible environmental behavior, environmental education a number of methodologies must be considered and learners must be trained to become problem-solving citizens. It was noted that the structured instruction was more effective than the unstructured instruction in middle school where environmental issues were not taught as an independent subject. We conclude that environmental education must be systematically constructed and taught in a manner which takes into account both its goals and the characteristics of the various learners. We conclude that environmental education must be systematically constructed and taught in a manner which takes into account both its internal goals and the situations within which various types of learners explore environmental issues and solutions.

• Hwankyungkyoyuk
• /
• v.17 no.2
• /
• pp.1-9
• /
• 2004

In Korea environmental education has been taught as a separate subject in school since 1995. Still it has not established its own individuality. The environment subject teaches many areas that are also taught by the other subjects. Its text focuses on the knowledge of ecology and pollution although it tries to help students acquire a desirable attitude for environmental conservation and participate in environmental activities. To achieve the goals of environmental education in school, the environment subject and the other subjects should take differentiated parts in environmental education. For example, the latter teach knowledge and skill related to ecology and pollution and the former encourages students to behave responsibly to environment. One of the ways for it to do so is to let students discuss current environmental issues based on knowledge and skill and make their own decisions. The teacher who is charged with the subject has to help students, with their own will, decide to do good to environment and sustainable society, but should not make them to decide according to their teacher's will. We need to deeply discuss, with open mind, what the environment subject will teach and how it will cooperate with the other subjects to effectively achieve the goals of environmental education in school. Without such partitioning it is difficult that the environment subject keeps its own individuality and justifies its existence.

• The Mathematical Education
• /
• v.47 no.1
• /
• pp.91-106
• /
• 2008

Interviews with 24 pupils in grade 1-2 were used to investigate awareness of the relation between situation and computation in simple quotitive and partitive division problems as informally experienced. Then it was suggested how to connect children's informal knowledge and formal knowledge of division. Most subjects counted cubes or made drawing, and related these methods to the situation described in the problems. In result, quotitive division was experienced as a dealing situation, where the number of items represented by the divisor was repeatedly taken from the whole number. And estimate-adjust was the most frequently displayed way of experiencing partitive division. Therefore, partitive division with its two measurement variables can be related to a measurement model. And children should be taught column algorithms for division with estimated-adjust which pupils used for partitive division problems.