• Communications of Mathematical Education
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• v.31 no.4
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• pp.389-407
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• 2017

Many researches related to STEAM education have been actively conducted for developing elementary and secondary school students' comprehensive and logical thinking ability in relation to creativity education in Korea. Each sub factor of STEAM education requires creative thinking with the ability to be merged together to solve problems as integrated or combined forms in the fields of Science, Technology, Engineering, Arts, and Mathematics. Also, these STEAM activities and experiences should be carried out at various places outside the classroom in school. Although various educational programs to enhance mathematical creativity have been emphasized for elementary and secondary school students, recent tendency to focus on classroom learning in the school makes it difficult to develop creative thinking ability of students. This research is mainly based on the result of the project "Development and Administration of STEAM Outreach Program in 2016" supported by KOFAC(Korea Foundation for the Achievement of Science & Creativity). The purpose of this research is to develop a STEAM outreach program including students' activity books, teachers' manuals and administration manual that can maximize STEAM-related interest of students, and to provide a chance for elementary and secondary school students to experience creative thinking based on sub factors of STEAM. The STEAM competency total score and the perception of convergence education were significantly increased for all students participating this program, but some sub factors showed different result by school levels. The STEAM outreach program developed by this study is designed to emphasize STEAM education especially 'based on' mathematics in order to provide students with the opportunity to experience more interest in the field of mathematics and will be able to provide an interesting creative STEAM outreach program that utilizes a variety of activities which, we expect, would help students to consider their career in the future.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.187-197
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• 1993

On the premise that it is effective and necessary to make use of science magazines among any other media, the desirable direction of science magazines and, further more and the merits of magazines to promote the development of good science magazines are suggested. To see the present status of science magazines in Korea, we analyzed the public view on the science magazines by secondary school students and science teachers. We also assorted and analyzed the contents through the subjects of the issues of three major magazines published in 1991. Through the interview with the editor staffs of each magazine, the characteristics of each magazine and the editers' hopes to present the direction in the future were analyzed. As a result, the basic conditions which science magazines should equip and the required conditions to apply the basic conditions to make them better were suggested.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.365-395
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• 2010

This study explores the effect of extensive reading(ER) implemented in middle and high schools in Korean EFL context. Two middle school English teachers and two high school English teachers participated in implementing ER in their classes. Six middle school classes of 239 students and seven high school classes of 268 students participated in ER program guided by the above four teachers. To implement ER, participating teachers had continuously been guided by the researcher about the theoretic reasoning of ER and practical methods for efficient ER in class. The study lasted for two semesters and the teachers and students were surveyed and interviewed during and after the classes. The result showed pretty positive improvement of students' self-confidence, interest and motivation about English through ER implemented in this study. It is hoped that this study would show the possibility of implementing ER in Korean EFL secondary school context and a model for ER and cooperation between university researchers and in-service English teachers.

• Research in Mathematical Education
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• v.11 no.3
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• pp.197-207
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• 2007

Based on a survey on 1620 students in primary school and secondary school., by adopting Eysenck Personality Questionnaire (EPQ), we got the following findings : 1. There is close relationship between emotionality characteristics of temperament and mathematics academic achievement of the subjects at Grade 5 (Primary 5), Grade 8 (Junior Secondary 2), and Grade 10 (Senior Secondary 2). Also there is close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 5 and Grade 8. While there is not close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 10; 2. There is close relationship between temperament types and mathematics academic achievement of the subjects from the three grades. Superior temperament, which benefit learning mathematics, are sanguine, sanguine-phlegmatic and phlegmatic; While inferior temperament types, which don't benefit learning mathematics, are choleric, melancholic and choleric-melancholic. With the rising of grade, temperament types of benefiting learning mathematics converts from external directivity emotion balance to balance of internal-external directivity emotion stability. While temperament of no benefiting learning mathematics converts from internal directivity emotion balance to balance of internal-external directivity emotion instability; 3. In mathematics education, students' temperament difference, which affects learning mathematics, should be recognized. Mathematics teachers should find out the best teaching ways, forms and methods which are suitable for student's temperament type, so that the students with different temperament types can gain better mathematics academic achievement.

• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.91-99
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• 1989

This stdudy intended to analysis the achievements of science education in primary, secondary and high school in Korea and Japan based on the IEA(the Internationl Association for the Evaluation of Educational Achievement) data. Advancing in school level. Korean students were inferior to Jatopanese in Science achievements, especially much more in comprehension, application than knowledge aspect. This results were roughhly discussed in relation to the environments of science edecation and the evlation systems.

• Journal of the Korean earth science society
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• v.29 no.1
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• pp.60-77
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• 2008

We investigated the textbook model explaining a phase of the Moon and compared it with student models at the secondary levels in Korea. 20 high school students and 36 middle school students from suburb area participated in this study. Participants were interviewed to explain understandings about the cause of the Moon's phase with drawing their models. The results of this study showed that the textbooks now in use explain the phase of the Moon with one unique scientific model, while students displayed 6 different kinds of models including the scientific model. Furthermore the students tend to have comparatively scientific model modes as their grades increase and their scholastic ability levels become higher. Although the students have learned the Moon's phase in school, they still have alternative models because the textbook does not explain enough for the students to overcome their alternative conceptions. In the textbook, the model presented without explanation of the limitation of the model, so there can be a gap between the model in the textbooks and the models in the mind of students. With these findings, we propose complementary models for helping secondary school students to develop their understanding of moon phases.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.293-305
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• 2012

The purpose of this study was to analyze the secondary school students' reasoning types in regards to measurement and to get implications for science education. The subjects were 197 middle school students and 200 high school students. The PMQ1 written instrument was used to explore students' ideas. Students' ideas about measurement were classified in two types of point and set reasoning. The reasoning types distribution were analyzed by grade and measurement step such as data collection, data processing, and data comparison. Reasoning types distribution by measurement step indicated that set reasoning type showed high figures in data processing, but point reasoning type appeared in data collection, and data comparison. Set reasoning type increased significantly by grade in data comparison. The majority of students recognized that the true value of the measurand can not be determined.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.321-335
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• 2014

This study aimed to investigate beliefs of secondary pre-service teachers in mathematics. In particular, conceptions of teaching and learning were examined, For the purpose of this study, using an instrument, Teaching and Learning Conceptions Questionnaire, developed by Chan & Elliot(2004), a survey was conducted for 86 secondary mathematics pre-service teachers in Incheon area. The results showed that the mathematics pre-service teachers strongly agreed with the constructivist perspectives. In addition, compared to the juniors, the seniors responded more positive in the questions relative to the traditionalist view and the male students agreed more with the traditional conceptions, as comparing to the female students in this study. This study had limitations on the extent of the research site and participant. However, it would provide foundational information about pre-service teachers for teacher educators.

• Journal of the Korean Dietetic Association
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• v.5 no.1
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• pp.85-98
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• 1999

The purpose of this study was to find the proper methods of school food service conducted from June 20th July 30th in 1996. The subjects of this study were 587 parents of students, 794 students and 359 school teachers at 508 middle and high schools in Seoul and Kyunggi area. And the result was as follow. A total of 48.3% of respondent answered they had breakfast regularly. The reasons why they had breakfast, were habits(34.4%) followed by hunger(28.2%), health(19.9%), parent's persuasion(17.5%). They reasons why they didn't have breakfast are, lacks of time(68.8%) followed by absence of appetite(20.5%), diet(4.5%). About the question the problem of eating habits the most of parents of students, chose an unbalanced diet(25.9%), followed by overeating of snacks(21.7%), voracious eating(18.0%), not eating meals(17.5%), eating little(10%) and overeating(6.8%). At the research of an unbalanced diet, the 63.3% of respondents said they eat evenly while the 36.7% said they had an unbalanced diet. From the research of correlativity between food service at elementary schools and eating habits, we knew that the experience of school food service had an effect on an unbalanced diet. And the students living in Seoul complained more than in Kyunggi. The question about the quality of food, 69.0% of respondents said they were not so bad. While 21.2% said not delicious at all just 9.8% of students said they were very satisfied with the taste. Interestingly, more middle school students both in Kyunggi and Seoul answered the food was delicious than high school students. About the question of the price, 49.5% of students thought appropriate(49.5%) while 44.3% said it was too high. Just 5.9% students answered cheap(5.9%). And students living in Kyunggi thought the price was high than students in Seoul. 62.9% of respondents think their refectories were clean while 22.8% think not clean. And 14.3% answered said dirty. Snack bars at school were managed by the contract with trusters(63.2%), while by the school itself(32.6%).

• Journal of the Korean Chemical Society
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• v.48 no.4
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• pp.399-413
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• 2004

In this study, a survey was conducted of students of elementary through college on their conceptions of phenomenon related with dissolution, saturation, and extraction. The teaching strategies of elementary and secondary teachers related to dissolution phenomena were also investigated. Most of elementary and secondary school students thought of dissolution as a phenomenon in which particles broke into the spaces between other particles. This explanation called 'space conception' can be sought in elementary school science textbooks. Some of high school students also had this type of thought. A concept of dissolution phenomenon as 'hydration through attraction of solvent and solute' was held by most of students of 11th, 12th grade, and college. This explanation called 'attraction concept' can be sought in high school chemistry textbooks for 11th and 12th grade. But many students of elementary through college used analogies and models related to 'space conception' when they tried to explain the dissolution phenomena. This indicates that the 'attraction concept' was not firmly established in the students' cognition. 90% of elementary school teachers thought and taught dissolution as a phenomenon in which two different size particles were mixing together like as mixing beans and millets. The model does not represent the attractions among solvent-solvent particles, solvent-solute particles, and solute-solute particles. This model only represents the space size effect (smaller size particles fitting into the spaces of larger size particles). Half of the secondary school teachers also had 'space conception' and only 20% of the teachers had 'attraction concept' Many teachers who had 'attraction concept' used to represent explanation related to 'space conception' for teaching dissolution.