• Journal of the Korean Chemical Society
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• v.56 no.3
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• pp.371-377
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• 2012

In this study, open inquiry reports of 165 eighth graders in Daegu were analyzed in terms of content area, the types of inquiry hypothesis, and the types of inquiry variables. Before summer vacation, students learned about inquiry process and explored their own inquiry topic for two class hours. During summer vacation, students performed open inquiry including problem selection, designing and performing experiment, data collection, data analysis, and writing report. After the vacation, students submitted their reports, and answered to additional survey regarding the source of inquiry idea, the definition of hypothesis, and the most difficult step of inquiry process. As a result, chemistry was the most dominant content area of the reports and biology and life science were the next. 130 out of 165 reports included inquiry hypotheses, and most of them were predictive hypotheses. In many reports, dependent and independent variables could not be identified because of their ambiguity. However, inquiry variables described in experimental design, which were mostly categorical variables, were clearer than those described in inquiry subject and inquiry hypothesis. The most difficult step of inquiry process for students was to generate an idea for open inquiry.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.367-375
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• 2006

This study investigated the effects of varying visuals in drawing and writing as methods to assist students in connecting and integrating multiple external representations provided in learning the particulate nature of matter. Seventh graders (N=233) at a coed middle school were assigned to control, static drawing (SO), dynamic drawing (DD), static writing (SW), and dynamic writing (DW) groups. The students were taught about "Boyle's Law" and "Charles's Law" for two class periods. Two-way ANCOVA results revealed that the scores of a conception test for the two drawing (SD, DD) groups and the two writing (SW, DW) groups were significantly higher than those for the control group. Within the writing groups, students of lower spatial visualization ability in the DW group scored significantly higher than those in the SW group. However, no significant differences were found in the scores of the conception test for the two drawing (SD, DD) groups regardless of students' visualization ability. Researchers also found that most students in both DD and DW groups had respectively positive perceptions of dynamic visuals in drawing or writing.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.37-60
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• 2007

This study has been historically reviewed the clothing and textiles education through references. The clothing and textiles education had been informally offered as a part of household skill, skill of daily life and home skill before the law of school education was established. Therefore, we have reviewed the changes in the clothing and textiles education by separating the prior period between the end of the old Korea and the liberation in 1945, from the later period from the liberation up to now. And also contents of clothing and textiles education between before and after the revision of the 7th curriculum were compared and analyzed. The clothing and textiles education had put emphasis on sewing, handicraft and household during the prior period from the end of the old Korea to the liberation, but after liberation, it became involved in Home Economics Education. The number of classes and the contents of clothing and textiles education had been increased and deepened from the 1st term to the 5th term of curriculum. In particular, the 4th and 5th term of curriculum became a turning point where home life section was intensified. Even though the number of classes was reduced during the 6th term of curriculum, with increase in target school grades for this education, and Home Economics in the middle school remained an independent subject matter. However, during the 7th term of curriculum, Technology-Home Economics Education in the middle school courses led to losing independent subject name and shrinking its contents. Through the revision in the 7th curriculum, the clothing and textiles education achieved great improvement and progress by gaining balance in distribution of contents among school grades and balance between theory and practice. However it still remains as an issue to be more studied and resolved how well the contents are matched with the interests and attention of students. We need to consider and reflect request of students under learner-centered curriculum. Considering enormous changes in the environment surrounding the clothing and textiles education, it is crystal clear that the gap between existing contents of education and teaching methods and our real life will be widened. Because students' perceptions of value have been diversified, it is our task to develop better contents and learning system in order to help students have interests, attention and desire in clothing and textiles life in line with social needs for desirable clothing and textiles education.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.507-539
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• 2014

The algebra is an important tool influencing on a mathematics in general. To make good use of the algebra, it is necessary to transfer from a given situation to a proper algebraic representation. But some research in related to algebraic word problems have reported the difficulty changing to a proper algebraic representation. Our study have focused on transformation and elaboration of algebraic representation. We investigated in detail the responses and perceptions of 29 Grade 7 students while transforming to algebraic representation, only concentrating on the literature expression form the problematic situations given. Most of students showed difficulties in transforming both descriptive and geometric problems to algebraic representation. 10% of them responded wrong answers except only a problem. Four of them were interviewed individually to show their thinking and find the factor influencing on a positive elaboration. As results, we could find some characteristics of their thinking including the misconception that regard the problem finding a functional formula because there are the variables x and y in the problematic situation. In addition, we could find the their fixation which student have to set up the equation. Furthermore we could check that making student explain own algebraic representation was able to become the factor influencing on a positive elaboration. From these, we also discussed about several didactical implications.

• 대한공업교육학회지
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• v.43 no.2
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• pp.24-42
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• 2018

Chemical batteries are indispensable materials, and technologies related to chemical batteries are important as they are linked to various social problems; further, they directly affect our lives. Thus, the topic of chemical batteries is suitable for industrial education. However, there has not been sufficient educational use of chemical batteries in Korea, and existing research materials do not correspond with the present curriculum. The STS teaching-learning materials about chemical batteries in this study were developed by the curriculum development model (preparation, development, improvement) for chemical engineering students in specialized vocational high schools. In the preparation stage, the study topic and the learning objective were selected by analyzing previous research about the STS and chemical battery. At the development stage, STS class plan and teaching-learning materials were developed. In the improvement stage, The STS curriculum plan and the teaching-learning materials were verified by a group of specialists and a survey regarding student satisfaction was conducted. As a result of conducting the class with the teaching-learning materials developed in this study, a positive effect in terms of students' perceptions, understanding and interest.

• Journal of the Korean Chemical Society
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• v.57 no.1
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• pp.115-126
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• 2013

In this study, we developed a explicit and reflective scientific inquiry learning program about nature of scientific inquiry, and compared its instructional influences with those of implicit scientific inquiry learning. We also compared students' perceptions of the program. Eighth graders at a middle school were assigned to the treatment and the control groups. The students of the treatment group participated in the program, while those of the control group participated in general scientific inquiry instruction. The analyses of the results revealed that the program was more effective in improving students' epistemological views on scientific inquiry than general scientific inquiry learning. However, there were no statistically significant differences in both test scores of science achievement and enjoyment of science lessons. The students of the treatment group perceived that group discussion on the nature of scientific inquiry was an advantage of the program. However, they still had difficulties in performing group discussion, understanding the nature of scientific inquiry, and writing and presenting their thoughts. Educational implications of these findings are discussed.

• Korean Journal of Comparative Education
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• v.28 no.4
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• pp.221-248
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• 2018

The purpose of this study was to analyze the performance of the Daegu Happiness Competency Education Program. It was confirmed that students, parents, teachers, and education professions are aware of the middle and higher level of education for happiness in Daegu in terms of the formation and operation of the curriculum. There is no significant difference between students and parents in terms of average value, and teachers' perception level is relatively high, which is understandable in that teachers are the subjects of the curriculum organization and operation. In addition, there was no statistically significant difference between the parents and the school level, but there were significant differences between students and teachers. In particular, students' and teachers' perceptions were lowered as the number of schools increased, unlike the predictions. They showed the lowest results in the special schools, autonomous schools and special schools. The reason for this is that Daegu Happiness Competency Education was implemented in 2014, and it was because there was little room to recognize and accept the new curriculum due to the burden of college entrance examination or employment. In the future, it will naturally improve as the education process is settled, but here we can find suggestions for the establishment of Daegu Happiness Competency Education.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.257-272
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• 2005

The purpose of this study is to provide the basic data for morality of education in home economics education. Through research on the state of morality of education, the following criteria can be achieved ; recognition of the importance, and the level of teaching performance regarding the contents of morality education in home economics instruction. The basic data were obtained by looking at the differences between the recognized importance and the level of teaching performance. Data were collected from the survey mailed to the teachers responsible for home economics area in $\lceil$Technology${\cdot}$Home Economics$\rfloor$ in middle schools in Korea. The 335 questionnaires collected were used for final analysis. SPSS/WIN 10.0program was used for calculating and analysis the frequency, percentage, average. standard deviation. Firstly, most of the home economics teachers show that they continually try to implement morality education through each home economics lesson plan. They focus their attention on the main theme of the lesson of a particular nit, that deals with family life. For example, an excerpt from a particular unit may be the 'Understanding of myself and family members'. Most home economics teachers believe that a family setting and/or schools, whether private or public institutions, are appropriate places for productive education. As well, each of these educational settings, should take complete responsibility for teaching morality of education. As a way to activate the morality education, teachers believe that working with the students and understanding the needs of their students, along with the cooperation of parents, are key factors in the teaming process. Another way is the change of teacher's perceptions and educational conditions or environment. Secondly. home economics teachers in middle school. are showing a higher level of understanding on the importance regarding the contents of morality education, which can be noticed through the high level of their teaching performances. Regarding the importance of morality education, the first priority goes to showing respect for parents and the elderly, as well as sexual ethics and respect for life must always be taken into consideration. In regards to the level of teaching performance, the first priority goes to responsibility and co-operation. Secondly. showing respect for parents and the elderly and sexual ethics will be the third. Through data achieved through this study, the majority of home economics education teachers believe that morality education in home economics education is very important and a key factor in their teaching practices.

• Journal of the Korea Society of Computer and Information
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• v.19 no.1
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• pp.181-189
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• 2014

The purpose of this study is to suggest some policy implications for the youth through empirical study about the effects of middle school students' brand perception on their sociability. For the purpose of this study, this study established a causal model about the relationships between brand perception and sociability through review of previous studies and surveyed for empirical research. The results of this study are presented as follows: Preference, imitation, and relevance as brand purchase elements of teenagers affected their self-esteem and empathy for others significantly. Self-esteem that is meditating variable in this study did not have a significant effect on sociability, while empathy for others had a great effect on it. This study suggested policy implications for teenagers to have good standards and a sense of value in a brand purchase.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.149-161
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• 2006

This study examined preferences for the clothing and textiles section of 'Technology and Home Economics' course, comparing males to females, and subdividing three groups based on the preference of the clothing and textiles section: a high-preference group, a medium-preference group, and a low-preference group. Their perceptions of the section. need to study, level of practice of teamed content, and learning needs were compared between males and females and among the three sub-groups. The subjects of this study were 176 male and 176 female high school students in Seoul. Data were collected using questionnaires with a 5-plint scale in September, 2004. Finally, 352 questionnaires were analyzed by the SPSS program. The results showed that all preferences for the clothing and textiles section were average and girls' preferences were higher than boys' preferences. General perceptions of the clothing and textiles section were positive, and there were no significant differences by gender. The perceptions of the high-preference group were more positive than those of the other two groups. The perceived importance of studying was high. especially with respect to clothing care and storage. Girls reported a greater need to study than boys did. Among both boys and girls, the high-preference group reported a greater need to study than the middle and low-preference groups did. The level of practice of learned content was leo, except for contents related to attire and the purchase of clothing. Girls practiced contents learned about attire more than boys did. Among boys, the high-preference group practiced contents teamed in all areas more than boys in the other two groups. However, among girls. only content related to attire was preferentially practiced by the high-preference group. Both boys and girls exhibited tile greatest learning need for fashion coordination. Girls had more learning needs than boys in all contents, except for clothing and environment. Among all students, the higher the level of preference, the higher their learning needs.