• Research in Community and Public Health Nursing
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• v.16 no.4
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• pp.467-477
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• 2005

Purpose: This study was to identify adolescents' smoking behavior and the status and need of smoking prevention education for adolescents. Method: The subjects were 375 students selected through convenient sampling from three middle schools and three high schools in Jeonbuk. Data were collected through a questionnaire survey and analyzed using SPSS 10.1. Result: The smoking rate was 20.8% and 83.7% the students experienced smoking prevention education. Students were educated by a special instructor (39.8%) or a health teacher (26.8%). Among the teaching methods, lecture was 69.4%, but some students (30.7%) wanted anti-smoking school. Among the students, 85.0% answered they want smoking prevention education and 46.7% said that it should be covered in regular curriculum. Conclusion: High interest and continuity are emphasized for the success of smoking prevention education. In addition, various teaching methods need to be developed including anti-smoking school, lectures, counselling and long term education program. Moreover, smoking prevention education programs need to be covered in regular curriculum.

• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.92-100
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• 2019

The purpose of this study is to analyze the 2019 Revised Nuri Curriculum and the 2015 Revised Curriculum for the comparative analysis of disaster safety education contents in the national level curriculum. The main results of this study are as follows: First, the content of disaster safety education for preschoolers in the 2019 Revised Nuri Curriculum was clarified as 'Knowing how to react in case of accident, fire, disaster, abuse, kidnap etc.' in 'Living safety' category of physical exercise and health sections. Second, in the 2015 Revised Curriculum, disaster safety education contents for elementary school students were found to have the difference between school year in same elementary school curriculum. For first and second graders, 'Disaster safety' was cleary presented in one of major categories of 'Living safety', which was newly created at the creative activity in the Revised 2015 Curriculum. On the other hand, for third to sixth graders, safety education is dispersed in the related subjects such as physical education, science, practical courses or in the creativity activity. Third, the safety contents in the Revised 2015 Curriculum for middle school and high school were also found to be dispersed in social studies, physical education, science, technology-home economics and creativity activity. The results of this study showed that the contents of disaster safety education in the national curriculum did not have continuity and systemicity from kindergarten to high school. Therefore, efforts should be made to ensure continuity and systemicity of disaster safety education contents when the national curriculum is revised in the future.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.284-300
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• 2024

This study elucidates the achievement standards statements of the 2022 revised elementary school science curriculum to identify specific achievement standards for the upcoming curriculum. Therefore, the researcher analyzed the statements of the overall elementary school achievement standards based on Bloom's taxonomy of new educational objectives. The results are as follows. First, the achievement standards statements are biased toward certain knowledge and cognitive process dimensions; this aspect is not consistent with the goals of the 2022 revised curriculum and the teaching and learning directions of the science department. Thus, achievement standards that enable various types of activities and inquiry learning should be developed. Second, a need emerges for the hierarchization of knowledge and cognitive levels by grade level. The proportions of low levels of knowledge and cognitive process dimensions increased in the upper grades, such that a systematic hierarchy should be considered. Third, the need to diversify the use of the descriptors of achievement standards is also identified. Although the tendency to rely on specific descriptors decreased during the previous curriculum, approx imately half of the descriptors were only used once or twice. Therefore, balancing the use of various descriptors is necessary. To ensure that the results are reflected in the achievement standards for elementary school science textbooks under the revised science curriculum for elementary schools in 2022, a discussion is required on the design of achievement standards statements. As a follow-up study, the researcher proposes a comparative analysis of the achievement standards of science curricula for middle and high schools to explore the wording of achievement standards appropriate for elementary school science education considering its nature, goals, and contents and to analyze the hierarchy and continuity of the entire science curriculum.

• Journal of the Korean Institute of Rural Architecture
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• v.24 no.4
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• pp.25-32
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• 2022

The purpose of this study is to provide design guidelines necessary for creating disability-friendly campuses. To this end, a literature survey and a survey on the current educational welfare facilities for disabled college students were conducted. The fact-finding survey was conducted in writing and visiting evaluations on 19 campuses located in Gangwon-do(province). The results of this study are summarized as follows: 1) The college enrollment rate of the disabled has doubled since 2000, but it was found to be half of the enrollment rate based on school enrollment, and the number of students who gave up in the middle is increasing. This is due to an obstacle in the learning environment, so it is necessary to improve welfare facilities. 2) As a result of evaluating the status of educational welfare support for students with disabilities, it was found that the overall evaluation result was improved, but the absolute evaluation result was less than 70%, and it was not improved. 3) As a result of evaluating the actual conditions of the intermediate facilities, indoor facilities, sanitary facilities, guidance and other facilities, and unit spaces, it is necessary to expand and improve them due to the lack of disabled parking marks, continuity of access roads, pedestrian safety passages, lifts, and rest areas for the disabled.

• Journal of Advanced Navigation Technology
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• v.21 no.1
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• pp.50-57
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• 2017

Recently, safety-critical aviation system development programs promoted domestically have been terminated in the middle stage or they have not been put to practical use at the final stage. The program failure may be caused by various factors, but this study focused on imperfect test and evaluation(T&E) procedures. In general, T&E process of a safety-critical system must be distributed throughout the entire life-cycle of the system, have a continuity in phases, and can be implemented in a variety of ways depending on the maturity of the system development and acquisition strategy. This paper aims to present a new strategy by analyzing the domestic and overseas T&E processes to reduce the risk of domestic safety-critical CNS/ATM system development program and increase the success rate of program. First, we discuss the verification and validation techniques for safety-critical systems, analyze the T&E procedures of advanced institutes and the domestic situation, and then compare the domestic and overseas T&E processes to complement the imperfect testing procedure.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.684-695
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• 1999

In this study, the 'extended science investigation' was conceptualized as a comprehensive science investigation contrasted with exercise of process and skill component and cookbook style experiment. The extended investigation tasks can be characterized with practical context. openness and continuity. The purpose of this study is to describe the change of students' cognitive engagement while they perform the extended science investigations and to explore how the characteristics of the extended investigation tasks affect the students' cognitive engagement. 128 7th graders attending coeducational school in Seoul were participated in this study. The questionnaire was implemented repeatedly to monitor students' cognitive engagement. And ten students were interviewed to explore the cause of the change of cognitive engagement. The result showed that there was no difference between directive traditional investigations in textbook and developed extended investigations in understanding of the content and whole process of investigations but participants' commitment was increased significantly in the extended science investigations. Especially the extent of students' understanding and commitment became higher in the second half than in the first half of the extended science investigations. The openness of the extended investigation tasks contributed on the increase of commitment. And the continuity of the tasks contributed on the increase of students' understanding in the second half of the extended science investigations.

• 대한공업교육학회지
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• v.31 no.2
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• pp.155-176
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• 2006

The purpose of this study was to explore the strategies for applying TRIZ to technology education. This study was carried out through literature review on contradiction, 40 principles, 76 standard solutions, multi screen method, effects, the law of technology evolution, and ARIZ, and questionnaire survey to investigate the validity. Through this study the strategies for applying TRIZ to technology education were proposed and the validity was identified. Only the '40 Principles' was appropriate to technology education of elementary and middle school. The results of this study were as follows; In elementary school technology education, segmentation, extraction, local quality, asymmetry, consolidation, universality, counterweight, do it in reverse, mediator, self service, dispose, flexible membranes or thin films, changing the color, homogeneity, rejecting and regenerating parts, and composite materials were suitable. And in middle school technology education, segmentation, extraction, local quality, asymmetry, consolidation, universality, counterweight, prior counteraction, prior action, cushion in advance, do it in reverse, dynamicity, partial or excessive action, continuity of useful action, convert harm into benefit, mediator, self service, dispose, flexible membranes or thin films, changing the color, homogeneity, rejecting and regenerating parts, transformation of properties, phase transition, thermal expansion, and composite materials were suitable.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.393-419
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• 2020

Trigonometry allows us to recognize the usefulness of mathematics through connection with real life and other disciplines, and lays the foundation for the concept of higher mathematics through connection with trigonometric functions. Since international comparisons on the trigonometry area of textbooks can give implications to trigonometry teaching and learning in Korea, this study attempted to compare trigonometry in textbooks in Korea, Australia and Finland. In this study, through the horizontal and vertical analysis presented by Charalambous et al.(2010), the objectives of the curriculum, content system, achievement standards, learning timing of trigonometry content, learning paths, and context of problems were analyzed. The order of learning in which the three countries expanded size of angle was similar, and there was a difference in the introduction of trigonometric functions and the continuity of grades dealing with trigonometry. In the learning path of textbooks on the definition method of trigonometric ratios, the unit circle method was developed from the triangle method to the trigonometric function. However, in Korea, after the explanation using the quadrant in middle school, the general angle and trigonometric functions were studied without expanding the angle. As a result of analyzing the context of the problem, the proportion of problems without context was the highest in all three countries, and the rate of camouflage context problem was twice as high in Korea as in Australia or Finland. Through this, the author suggest to include the unit circle method in the learning path in Korea, to present a problem that can emphasize the real-life context, to utilize technological tools, and to reconsider the ways and areas of the curriculum that deal with trigonometry.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.371-378
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• 2020

The purpose of this study is to analyze the relationship between the eight topics in TIMSS 2019 8th grade chemistry domains and the Korea 2009 Revised Science Curriculum and the 2015 Revised Science Curriculum. For this purpose, four elementary and four secondary teachers participated in physics, chemistry, biology and earth science majors, and two science education experts participated in analyzing in which grades the content elements of the TIMSS 2019 science framework are covered in the Korean science curriculum. The study also analyzed whether the content of the Korean science curriculum matches the 246 items of 8th grade in the TIMSS 2019 assessment and reflects in which grades the eight topics are covered. The results of this study are as follows. First, among the TIMSS 2019 evaluation topics, topics not covered at all in the Korean middle school curriculum were periodic table, matter and energy in chemical reactions, the role of electrons in chemical bonds. Second, the topic of "the periodic table as an organizing principle for the known elements" needs to be introduced in the Korean middle school curriculum, and topics such as "familiar exothermic and endothermic reactions" and "factors affecting the reaction rates" need to be discussed in consideration of the flow of international curricula. Third, the next science curriculum should be structured so that the sequence of chemistry contents and scope, especially core concepts to be included in the elementary, secondary, and higher education curriculum is linked to continuity.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.119-138
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• 2015

This study analyzed the academic achievements on above-level testing of mathematics, physics, chemistry, and English in newly entering students of science specialized high schools. It can be expected that newly students of science high specialized schools have reached ceiling level in the middle school mathematics and science academic scores. Above-level testing(or off-level testing) is a test tool used to evaluate student's ability which are above-grade level. In this study, above-level testing tools were used to develop the same type examination paper of the 2013 Korean College Scholastic Ability Test(CSAT) in mathematics, physics, chemistry, and English. The conclusions of this study were as follow: First, the academic achievement level of science specialized high school freshmen were higher the average level of general high school senior because that over 50% of them are within the 5 grade of CSAT in mathematics, physics, and chemistry. In English, 19.3% science specialized high school freshmen have reached within the 5 grade of CSAT. Second, as a result of examining characteristics of academic achievement with respect to units of subjects, in mathematics, it was showed that the academic achievement of 'continuity and limit of a function' unit was higher, 'statistics' unit was lower. In physics, the academic achievement of 'Electricity and Magnetism' unit was higher, 'Waves and particles' unit was lower. In chemistry, the academic achievement of 'compounds in life' unit was higher, 'Air' unit was lower. In English, the academic achievement of 'practical sentence' of reading area was higher, 'Sentence' of writing area was lower. In conclusion, above-level testing provided a good strategy for identifying and determining appropriate programming interventions for gifted students who are two or more grade levels above their age-mates in achievements, aptitude, or ability.