• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.10-20
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• 2014

This study compares the perceptions of elementary gifted child and science teacher in a science class for the gifted. In order to explore the research problem, students and teachers answered a written semi-structured questionnaire and participated in interviews regarding the gifted science class. The data was collected and analyzed. Science teachers recognized the characteristics of a good science class, especially in terms of educational content and teaching methodology. First, they suggested promoting inquiry skills, presenting a challenging task in atypical topic selection, student-centered curriculum, and controlling the pace of learning to recognize individual differences. Second, in terms of the science class skills and attitudes category, teachers recommended raising mutual satisfaction through vigorous interaction within a permissible atmosphere. Finally, science teachers need to strive for continued professional growth. Gifted children, meanwhile, want to investigate a wide range of topics without time constraints. Additionally, they may have to explore challenging topics further. They prefer to act like scientists in that they enjoy group activities, communication and cooperation. In particular, they want to be evaluated by others in a totally embedded assessment. Gifted children also expect teachers to understand the life circumstances and needs of the students. In addition, they asked for teachers to respect individual experiments and to show them how to safely use new equipment or research methods. As a result, gifted children and science teachers have to recognize the differences of opinion concerning a good science class for the gifted. This study can help formulate strategies to establish quality management of materials in gifted science classes.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.949-959
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• 2015

In this case study, we analyzed the STEAM lessons conducted by secondary science teachers in the perspective of the CHAT. Two science teachers at high schools in Seoul participated in this study. All of the teaching-learning materials were collected before lessons, and their lessons were observed and videotaped. We also observed the atmospheres in both school offices and classrooms. Semi-structured interviews were conducted before and after their lessons. All the data collected were categorized according to the elements of the activity system and analyzed by using the constant comparative method. The analyses of the results revealed that both teachers did not consider the student-centered self-directed activities in their STEAM lessons, but that they differed in the subject element such as teacher's professionalism on STEAM. Various elements of the activity system such as environmental characteristics of the school and policies about the STEAM influenced the performance of their STEAM lessons. Contradictions in the elements of the activity system brought about various changes. Successful experiences of the STEAM lessons by complex effects of the elements positively influenced their performances on their STEAM lessons. Based on these results, we have made some suggestions for the establishment of the STEAM in secondary schools.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.795-806
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• 2014

The purpose of this study is to develop an intervention program for improvement of elementary science-poor students' Basic Science Process Skill (BSPS) and to validate the intervention program's effectiveness using eye-tracker. The participants of this study were 35 elementary science-poor students. This study's method was the analysis of real-time eye movements during basic science process skill problem solving. SMI's 120 Hz iView XTM RED was used to collect EMD (eye movement data). Experiment 3.4 and BeGaze 3.4 programs were used to design experiment and to analyze EMD. The results of this study are as follows. First, we developed an intervention program including BSPS instructional strategy, behavior of teachers & student according instructional strategy stage, teachinglearning plan and learning note. Second, science poor students' BSPS ability has improved statistically significantly through the application of intervention program and BSPS problem-solving time decreased statistically significantly. Third, AFT (average fixation time) of BSPS Question and keyword area decreased statistically significantly. Fourth, APD (average pupil diameter) of BSPS problem-solving process expanded statistically significantly. Fifth, AST (average saccade time) of BSPS problem-solving process increased statistically significantly. Sixth, AFET (average fixation entry time) of BSPS problem-clue area was accelerated statistically significantly, AFT of BSPS problem-clue area reduced statistically significantly.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.113-122
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• 2018

The purpose of this study is to investigate the effects of the educational context variables on students' science achievement and interest in TIMSS 2015. TIMSS 2015 science data and questionnaire results were used to fit the Hierarchical Linear Model (HLM) in this study. According to the results, books at home, parents' level of education, and students' views on science lessons have significant influence on science achievement of above-high level 4th-grade students, and books at home on below-intermediate level 4th-grade students. Books at home, students' views on science lessons, and school composition by student economic background have significant influence on science achievement of above-high level 8th-grade students, and books at home and students' views on science lessons on science achievement of below-Intermediate level 8th-grade students. In all grade levels, books at home, and students' views on science lessons have significant influence on science achievement and interest. Discussed in the conclusion are ways to improve science teaching and learning including offering systematic reading programs for all students, reinforcement of student-participation in science classes, connecting science hands-on activities with science concepts for below-Intermediate level elementary students, and so on.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.429-436
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• 2020

In this study, we examined students' science academic achievement through an analysis of the national assessment of educational achievement(NAEA) from 2015 to 2018 when the 2009 revised curriculum was applied. This study analyzed achievement average scores by gender and region and also analyzed the trend of the rate of achievement level in order to understand the characteristics of students' academic achievement. In addition, we analyzed the characteristics of the affective aspect using a survey of students' attitudes (confidence, interest, value, and willingness to learn) toward science. The main findings are as follows; First, the average science score shows a tendency to decrease year by year at the middle school level. Second, when analyzed by achievement level, the decline in the advanced group was large, and the rate of the below basic group increased. Third, comparisons of the average achievement scores by gender, female students' scores were generally high and the difference in achievement scores between male and female students tended to increase. Fourth, a characteristic gap was found between regional scales that increased in the advanced group. The results of a questionnaire on students' attitudes show that the four constructs of the students' attitudes had a significant correlation with the average achievement scores. In addition, the mean and positive response rates on the confidence, interest, and value of science in the above proficiency group increased but decreased in the below basic group. These results can be used as basic data for revising the curriculum, improving teaching and learning, and establishing educational policies.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.3
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• pp.177-190
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• 2017

This study investigates the effects of franchisors' characteristics including brand reputation, training and product related support, franchisees' characteristics including store location and management on the performance and recontract intention of franchisees in bakery franchise industry. Also, this study examine the moderating effect of CEO experience of franchisees among the franchisors' and franchisees' characteristics, and performance. To empirically test these relationships, data were collected from 386 respondents who are franchisees in the bakery franchise sector. In the verification of hypotheses, the structure equation modeling(SEM) is used. The results of this study are as follows. First, franchisors' brand reputation, training support, and franchisees' locational factor have significant effects on the financial performance of franchisees positively. However, franchisors' product related support and franchisees' management of the store have not significant effects on the performance. Second, the performance of franchisees has positive effect on the recontract intention. Third, the moderating effect of CEO experience is only significant in the relationship between franchisors' training support and the performance. Based on the findings, this study suggest the importance of building a good brand image and superior training system for franchisors to improve mutual ongoing growth. Also, franchisors should determine whether nascent franchisee entrepreneurs have CEO experiences to further improve performance. If they do not have related experiences, both opening and ongoing training supports of franchisors and the efforts of franchisees towards learning are required. Finally, this study suggest that both franchisors and franchisees should accurately analyze the conditions of possible locations and establish strategies to select beneficial location before starting a franchise business.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.33 no.4
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• pp.1591-1601
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• 2013

In this study, It is conducted for novice drivers about driving behavior and psychological characteristics analysis to reduce traffic accident risk and provide the basic data of education program development. Therefore, this study classified by the category-specific characteristics and hazard prediction through survey of the novice driver and unpredictable behavior and psychological characteristics were studied. The novice and general characteristics and driving behavior with vehicle simulators, comparison and analysis of the novice driver traffic safety education basic research direction based on the statistical results. Prediction the results of this study, the Hazard of the driver, speeding, traffic violation, information providing omission, abrupt change, the number of accidents in all areas novice driver is high compared to the general driver. In addition, Novice driver showed a statistically significant level of Hazard compared to the general driver target novice drivers and the general ability to predict Hazard of violation, abrupt change, and a number of traffic accidents were omitted level of speeding and other information providing level drivers all showed similar results. Vehicle simulator. The experimental results showed that novice drivers compared to drivers poorly overall driving performance. It showed a notable difference in the number of collisions, especially novice drivers compared to drivers in complex road traffic conditions due to a lack of driving experience and learning ability are considered.

• Education of Primary School Mathematics
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• v.4 no.2
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• pp.111-125
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• 2000

This paper presents cross-national perspectives on challenges in implementing current mathematics education reform ideals. This paper includes detailed qualitative descriptions of mathematics instruction from unevenly successful second-grade classrooms both in Koran and in the U. S with regared to reform recommendations. Despits dramatic differences in mathematics achivement between Korean and the U.S student. problems in both countries with regard to mathematics education are perceived to be very similar. The shared problems have a common origin in teacher-centered instruction. Educational leaders in both countries have persistently attempted to change the teacher-centered pedagogy to a student-centered approach. Many teachers report familiarity with and adherence to reform ideas, but their actual classroom teaching practices do not reflect the full implications of the reform ideals. Given the challenges in implementing reform, this study explored the breakdown that may occur between teachers adoption of reform objectives and their successful incorporation of reform ideals by comparing and contrasting two reform-oriented classrooms in both countries. This comparison and contrast provided a unique opportunity to reflect on possible subtle but crucial issues with regard to reform implementation. Thus, this study departed from past international comparisons in which the common objective has been to compare general social norma of typical mathematics classes across countries. This study was and exploratory, qualitative, comparative case study using grounded theory methodology based on constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The Korean portion of this study was conducted by the team of four researchers, including the author. The U.S portion of this study and a brief joint analysis were conducted by the author. This study compared and contrasted the classroom general social norms and sociomathematical norms of two Korean and two U.S second-grade teachers who aspired to implement reform. The two classrooms in each country were chosen because of their unequal success in activating the reform recommendation. Four mathematics lessons were videotaped from Korean classes, whereas fourteen lessons were videotaped from the U.S. classes. Intensive interviews were conducted with each teacher. The two classes within each country established similar participation patterns but very different sociomathematical norms. In both classes open-ended questioning, collaborative group work, and students own problem solving constituted the primary modes of classroom participation. However in one class mathematical significance was constituted as using standard algorithm with accuracy, whereas the other established a focus on providing reasonable and convincing arguments. Given these different mathematical foci, the students in the latter class had more opportunities to develop conceptual understanding than their counterparts. The similarities and differences to between the two teaching practices within each country clearly show that students learning opportunities do not arise social norms of a classroom community. Instead, they are closely related to its sociomathematical norms. Thus this study suggests that reform efforts highlight the importance of sociomathematical norms that established in the classroom microculture. This study also provides a more caution for the Korean reform movement than for its U.S. counterpart.

• Computers and Concrete
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• v.19 no.5
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• pp.457-465
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• 2017

The Taiwanese liquid crystal display (LCD) industry has traditionally produced a huge amount of waste glass that is placed in landfills. Waste glass recycling can reduce the material costs of concrete and promote sustainable environmental protection activities. Concrete is always utilized as structural material; thus, the concrete compressive strength with a variety of mixtures must be studied using predictive models to achieve more precise results. To create an efficient waste LCD glass concrete (WLGC) design proportion, the related studies utilized a multivariable regression analysis to develop a compressive strength waste LCD glass concrete equation. The mix design proportion for waste LCD glass and the compressive strength relationship is complex and nonlinear. This results in a prediction weakness for the multivariable regression model during the initial growing phase of the compressive strength of waste LCD glass concrete. Thus, the R ratio for the predictive multivariable regression model is 0.96. Neural networks (NN) have a superior ability to handle nonlinear relationships between multiple variables by incorporating supervised learning. This study developed a multivariable prediction model for the determination of waste LCD glass concrete compressive strength by analyzing a series of laboratory test results and utilizing a neural network algorithm that was obtained in a related prior study. The current study also trained the prediction model for the compressive strength of waste LCD glass by calculating the effects of several types of factor combinations, such as the different number of input variables and the relevant filter for input variables. These types of factor combinations have been adjusted to enhance the predictive ability based on the training mechanism of the NN and the characteristics of waste LCD glass concrete. The selection priority of the input variable strategy is that evaluating relevance is better than adding dimensions for the NN prediction of the compressive strength of WLGC. The prediction ability of the model is examined using test results from the same data pool. The R ratio was determined to be approximately 0.996. Using the appropriate input variables from neural networks, the model validation results indicated that the model prediction attains greater accuracy than the multivariable regression model during the initial growing phase of compressive strength. Therefore, the neural-based predictive model for compressive strength promotes the application of waste LCD glass concrete.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.17
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• pp.7547-7554
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• 2015

Background: The use of smokeless tobacco (SLT) among women is increasing in India, especially among those with limited education and resources. Preventing the initiation of SLT among women is critical since it has known negative consequences for oral and reproductive health. Most research on tobacco initiation in India focuses on adolescents. This paper addresses the unrecognized issues of post marital initiation among women of reproductive age, highlighting the importance of reproductive stages in women's tobacco initiation. The objective is to examine the correlates of SLT initiation among low income women in Mumbai from pre-marriage through early marriage, first pregnancy and beyond, using case examples to illustrate initiation during each of these stages. Materials and Methods: In 2011-2012, cross-sectional community level survey data were collected from a representative sample of 409 daily SLT-using married women aged 18-40 years in a low income community in Mumbai. Information on socio-demographics, initiation by reproductive stage, types of tobacco use, childhood exposure to tobacco, learning to use, and initiation influences and reasons were collected through a researcher-administered survey. Univariate and bivariate analysis assessed factors influencing initiation of SLT use by reproductive stage. In addition 42 narratives of tobacco use were collected from a purposive sample of pregnant and non-pregnant married women addressing the same questions in detail. Narratives were transcribed, translated, and coded for key concepts including initiation of tobacco use. Results: Thirty-two percent of women initiated SLT use before marriage, 44% initiated after marriage but before pregnancy, 18.1% initiated during their first pregnancy and the remainder started after their first pregnancy. Mean age of marriage among women in this study was 16 years. Younger women (i.e. age at time of the interview of less than 30 years) were 0.47 [95% CI (0.32, 0.87)] percent less likely to initiate after marriage than women aged more than 30 years. Women who got married before 18 years of age were 2.34 [95% CI (1.40, 3.93)] times more likely to initiate after marriage than their counterparts. Childhood exposure was a predictor for initiating SLT use prior to marriage but not after. Women reporting tooth and gum pain were 1.85 times more likely to initiate after marriage than their counterparts. Husband and neighbours were the most significant influences on post-marital initiation. Narratives highlighted differences in processes of initiation pre and post marriage and during pregnancy. Conclusions: Most tobacco prevention interventions are directed to adolescents in school. This study suggests that especially for low literate or illiterate women, school based interventions are ineffective. To be effective strategies to prevent SLT initiation must reach women in urban areas at or immediately after marriage and during their first pregnancy. Messages must negate culturally rooted beliefs about the health benefits of SLT in order to prevent initiation and onset of daily use.