• Journal of Food Hygiene and Safety
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• v.9 no.2
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• pp.95-104
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• 1994

A study on food sanitation in school textbooks was performed for 7 months from October 1, 1992 through may 31, 1993. A total of 243 textbooks (77 from elementary school level, 52 from junior high school level and 114 from senior high school level) were reviewed and analyzed. This study was performed in order to develop better method for teaching the subjet of food sanitation to students effectively. The results are as follows: 1) A total number of pages of textbooks dealing with food sanitation were 48 pages (0.53%) in elementary level textbooks, 38.05 pages (0.31%) in junior high school level and 105.05 pages (0.34%) in senior high school level. 2) 104.05 pages were allocated for the subject of food storage, 33 pages for insect and rodent control, 32 pages for food poisoning, 15 pages for food contamination and 7 pages for kitchen hygiene. 3) Of the four categories of textbooks, the numbr of pages dealing with food sanitation were 145 in home economics, 31 in physical education, 12 in social studies and 3.0 in science. 4) Home economics and physical education textbooks allocated many pages in dealing with food sanitation. Home economics textbooks had 88 pages for food storage, 26.05 pages for food poisoning, 7 pages for food contamination, and 2 pages for kitchen hygiene. Physical education textbooks had 15 pages about food storage, 4 pages for food poisoning, 5 pages for food contamination, and 1 page for kitchen hygiene. 5) Social studies textbooks had 5 pages for food storage, 4 pages for insect and rodent control, 3 pages for food contamination. 6) The number of pages dealing with food sanitation in elementary school level textbooks were 20 in physical education, 13 in home economics, 12 in social studies, 3 in science respectively. 7) The number of pages dealing with food sanitation in junior high school level textbooks were 31.05 in home economics, and 7.00 in physical education textbooks. 31.50 pages were about food storage, 6 pages about food poisoning, 13 pages about insect and rodent control, and 1 page about kitchen hygiene. 8) The number of pages dealing with food sanitation in senior high school level textbooks were 101.05 in home economics and 4 in physical education textbooks. 64 pages were about food storage, 21.05 about food poisoning, 13 about insect and rodent control, 4 about kitchen hygiene, and 3 about food contamination. 9) Pictures, drawings and tables were used in explaining food sanitation in the textbooks, 32 drawings of a total of 38 cuts in elementary school level textbooks, 8 pictures of 10 cuts in junior high school level and 13 tables of 14 cuts in senior high school level were used. 10) 5th grade textbooks of elementary school did not have a subject on food poisoning. Other grade textbooks in elementary school level did not contain a subject on food contamination and insect and rodent control. It's recommended that these subjects be contained in the textbooks. 11) It is necessary to teach a subject on health or health and environment independently and contain food sanitation in the subject. It is recommended that a textbook on health or health and environment be published and taught to students. 12) It is recommended that teachers specialized in health education be assigened to schools to teach health related subjects. 13) It is recommended that book publishers use the latest information in the textbooks and technical terms be unified.

• Journal of Science Education
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• v.35 no.2
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• pp.204-220
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• 2011

This study was intended to develop an experimental module based on inquiry processes conducted by photosynthesis scientists. It was aimed to enhance scientific inquiry ability of the middle school students by applying the developed module. Developed module included some experiments conducted by earlier photosynthesis scientists such as Helmont, Woodward, Priestly, Hales and Ingen-Hausz. Inquiry process was involved in the developed module for instructing the inquiry methods. Rapid-cycling Brassica rapa known as a Fast Plant was used for the experimental material. Developed module was applied to the experimental group consisting 27 eighth grader, while experiments suggested in the science textbook was applied to the control group consisting 30 eighth grader. Developed module was more effective in improving students' scientific inquiry ability, especially measuring, forecasting and hypothesizing ability as its subordinate elements. When the result of post-test was compared to one of pre-test in the experimental group, their observing, forecasting, and generalization ability were improved. Experimental group showed that students' conception in photosynthesis and conceptual development related with the role of plants in the ecosystem and plant's food and movement of the water and nutrients were also improved. Before application, students in the experimental group did not have enough understanding of the abstract concept such as the existence or the role of the materials like $CO_2$ or $O_2$ or the energy accumulation. Developed module could help students to achieve the comprehensive concept regarding the role of plants as producers of organic matter and oxygen and to enhance their scientific inquiry ability and concepts regarding photosynthesis.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.137-153
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• 2000

In this study. 'extended science investigation' was conceptualized as a comprehensive science investigation contrasted with exercise of process and skill component and cookbook style experiment. The extended investigations should be pursued for giving opportunity of more authentic science activities in school science. And one of important educational objectives in students' science investigations is to achieve motivation for investigation which drives and triggers further investigations. It can be discerned as positive and negative by its direction and also as internal and external by its cause. The purpose of this study was to describe change of students' motivation for investigation while they were performing the extended science investigations. The subject was 128 7th grader attending coeducational school in Seoul. Questionnaires and students' reports were analysed complementarily to describe students' motivation for investigation. The number of students who showed positive motivation for investigation did not increase in the developed extended investigations than in the directive investigations in textbook, but the cause of positive motivation for investigation has changed largely from task-exclusive factors to task-inclusive factors. In case of negative motivation for investigation, regardless of the kind of investigation task, task-inclusive factors were recognized as the main causes. Among those whose motivation changed during successive extended investigations, the students who showed change from negative to positive were more than the reverse. And the number of positive intrinsic motivation for investigation was increased at the second half of the extended science investigations. So it can be said that there was a desirable change of motivation for investigation at the second half the extended science investigations.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.208-223
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• 2019

In this study, it was analyzed first the views of nature of elementary and middle school students using the analysis framework of the views of nature that reflects the results of the literature analysis on the traditional views of nature that Koreans traditionally have. Next, it was analyzed characteristics of the views of nature which elementary and secondary school teachers. Finally, it was discussed the implications of the results of analysis of students' and teachers' views on science education in elementary and secondary schools. For this purpose, the framework for analysis the views of nature was reconstructed by combining the characteristics of Korean's traditional views of nature (Lee & Son, 2017) with the framework developed by Cobern and his colleagues (Cobern, Gibson, & Underwood, 1995). And in order to analyze in depth how students and teachers perceive nature, each question was asked to write a reason why they thought about their responses. According to the study, students and teachers respected nature and viewed it as a living creature, and had the view that nature was cyclical and that humans and nature interacted with each other. And they also had a traditional Korean view of nature that they consider naturalness important and nature is beautiful. It can be said that this is different from the view of Western modern science which perceives the world as a material and see nature with the view of linear time. Therefore, Korea's traditional views of natures, which students and teachers have, can be a conflict with the view of modern science in science class. Therefore, the science teaching strategy for students and teachers with different natural views will require consideration of the individual's understanding of nature and lesson strategies related to it. And it is also necessary that science textbook and science class cultures need to actively interact with teachers and students, and between students to share and understand each other's view of nature, and create a science class culture that considers the values students have and views on nature.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.21-43
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• 2016

The purpose of this study is to examine the text and learning activities of Korean and American home economics textbooks from the perspective of building adolescent empowerment and to suggest an alternative framework for the textbook. An in-depth content analysis was conducted for the Korean and American home economics textbooks. We analyzed the text and learning activities in the textbook on three levels of empowerment: Micro, Meso, and Macro. Major findings are as follows. First, in the case of Korean textbooks, the results showed that the three levels of empowerment were off-balance (Individual Empowerment: 55%, Group E: 37%, Organizational E: 8%). The educational contents in Korean textbooks were described at the Meso-level. In the case of the American textbooks, the result showed that the educational contents of IE(43%), GE(40%), and OE(17%) were relatively balanced. Therefore, the educational contents of the American textbooks were described at the Macro-level. Second, the learning activities in the Korean textbooks put a greater weight on IE at 66%, followed by GE at 25%, but OE at 9% only. The results showed that learning activities in Korean textbooks were presented at the Meso-level, but that the three levels of empowerment were significantly off-balance. In the case of the American textbooks, the results showed that the learning activities were comparatively well balanced at IE(36%), GE(40%) and OE(23%). Therefore, learning activities in the American textbooks were presented at the Macro-level. Based on the results, we suggested an alternative framework for 'understanding of self as an adolescent' unit, to build adolescent empowerment at the Macro-level.

• Journal of Climate Change Research
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• v.4 no.4
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• pp.409-416
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• 2013

Recently, the property damage has been increasing due to climate change in South Korea. While the general public has become more aware of the environmental issues, but the environmental education system has not been able to meet up with the demands of the public. The purpose of this study is to suggest preliminary data which is needed for developing a environmental textbook. A survey was conducted to meet the following requirements. Respondent's level of interest in problems or situations concerning the following eight themes: fundamental science, health and medicine, aerospace engineering, life science, electrical electronics, telecommunication, mineral and energy resources, environment. The data was collected from 139 students in Seoul and Gyeonggi province. The results showed that health and medicine issues interest students the most (49.6%), followed by environment (46.8%). We asked the respondents who were very interested in each question for their reasons, and they answered that environmental issue is related to the improvement of their life quality (53.8%) than their curiosity (38.5%). Students were very interested in the other issues because of just curiosity. Most students (90.6%) said seasonal change was not same each year. 18.0% of respondents replied that they and their friends had experienced climate change. The majority of students (94.2%) thought that they will experience natural disaster blamed on climate change during their life. In other words, climate change is already the day-to-day events of their lives. The majority of their opinions, more then three than ten students(30.9%) said the South Korean government should conduct an energy saving campaign to climate change problems followed by expanding new renewable energy (24.5%), conducting adaptation policies of climate change(22.3 %), introducing of a system as like $CO_2$ emissions trading(20.9%) and so on. There are more Stu- dents (69.1%) who know of new renewable energy than students who don't know it; however, respondents who know the meaning very well were just 18.7% showing that most students dimly know the meaning of new renewable energy.