• Korean Journal of Health Education and Promotion
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• v.29 no.1
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• pp.109-120
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• 2012

Objectives: The objectives of this study were to assess the implementation status of Health Promoting Schools (HPS) among elementary, middle and high schools and to identify characteristics of the schools that affect the implementation of HPS. Methods: A total of 703 teachers (male 32.2%, females 67.8%) from 70 elementary, middle and high schools in Seoul and Gyeonggi participated in the survey. A 60-item self-evaluation questionnaire was used to assess implementation status of HPS. Results: Implementation of HPS in elementary schools were more favorable than middle and high schools after controling for participants' characteristics, such as age, gender, and their duties at school (<0.001). Being a private school was associated with higher score on implementation of HPS in both elementary (${\beta}$=0.170) and middle/high schools (${\beta}$=0.275). However, being located in rural areas (${\beta}$=-0.409) and having larger number of students (${\beta}$=-0.521) were associated with lower score on implementation of HPS in middle/high schools. Conclusions: Middle and high schools, especially large public and/or rural schools, were less favorable in implementing HPS. Therefore, supporting those schools are necessary and developing evaluation and monitoring system for HPS implementation will contribute to promote students' health.

• Journal of the Korean Chemical Society
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• v.56 no.5
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• pp.648-657
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• 2012

This study is examined for the effects of question generating strategy and feedback(teacher feedback and student peer reviews) on science achievement, self-efficiency and perception of the class in the middle school. Three classes of middle school 1st grade in a city were sampled for the study. The students in comparative group took traditional lessons and solved questions presented on worksheets distributed by a teacher. On the other hand, the students in the experimental groups 1 and 2 generated and solved questions by themselves after traditional lessons and then participated in the activity with peer's feedback and teacher's feedback, respectively. A self-efficiency test had been conducted before the treatments and the various tests such as achievement, self-efficiency and the perception of the class were carried out after treatments. The statistical results were analysed by ANCOVA, MANCOVA and t-test. The results of this study were as follows: First, there was significant difference between the control and experimental groups in the science achievement test (p<.01). But there was no significant difference between the experimental groups (p>.05). Second, both of the experimental groups showed enhanced self-efficiency compared with comparative group (p<.01). In sub-areas of self-efficiency, there were also meaningful results in the area of self-efficiency for control experimental group 1(p<.01), and in the area of difficulty preferences for experimental group 2 (p<.01). Third, the experimental group 1, given teacher's feedback, showed more positive perception of the class than the experimental group 2 that was given peer's feedback (p<.01).

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.477-491
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• 2009

The purpose of this study is to analyze activities of mentally retarded students studying science within inclusive classes from the aspect of activity sharing to investigate ways of improving their involvement in the tasks. For this study, three mentally retarded students and their peer group in inclusive classes were observed and videotaped for 12 science class sessions about forces and waves. There were many cases in which task involvement of mentally retarded students changed according to three degrees of their activity sharing: well-synchronized, delayed and estranged. When degrees of activity sharing were estranged or delayed, task involvement of the mentally retarded students faded from activeness to passiveness. When the degree of activity sharing was well-synchronized, the mentally retarded students showed interest in learning and were able to participate in science class more actively. Different patterns of activity sharing of mentally retarded students between teacher-centered activities and student-centered activities were observed. In most cases of teacher-centered activities, the monotonous pace could deprive the mentally retarded students of their chance to catch up. As a result, their delayed degrees of activity sharing were faded into estranged degrees. In many cases of student-centered activities, various pacing according to the groups or students could provide mentally retarded students with a chance to catch up, so they could be well-synchronized. In one case of teacher-centered activity, the mentally retarded students were well-synchronized with the teacher's repeated explanations and well-matched illustrations on the blackboard and textbooks. In some cases of student-centered activities, students were well-synchronized with positive relations with and appropriate intervention by other students. In conclusion, various approaches to encourage activity sharing of mentally retarded students with normal ones should be pursued to improve task involvement and academic achievement of mentally retarded students.

• Korean Journal of Child Studies
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• v.27 no.2
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• pp.181-194
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• 2006

The influence of peer relationships and teacher's support on the development of self-concept was assessed in Chinese immigrant, Korean-Chinese, and Korean middle and high school students. Subjects were 205 Chinese immigrants in Seoul, Korea, 256 Korean-Chinese in Shenyang, China, and 368 Korean adolescents in Seoul and Ulsan, Korea. Data were analyzed by ANOVA, factor analysis, and multiple regression. Results showed that the self-concept score of Korean-Chinese was highest followed by Chinese immigrants in Korea, and Korean adolescents, in that order. The self-concept of Chinese immigrant adolescents was influenced by peer relationships, of Korean-Chinese by teacher's support, of Korean adolescents by both peer relationships and teacher's support.

• Journal of the Korean Institute of Educational Facilities
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• v.5 no.4
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• pp.18-27
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• 1998

Our gorvernment announced an educational reformation bill to establish the institutional foundation of educational system on May 31, in 1995. To secure the open education which is to foster students' creativity, individualization and personalization, it was requested that the past teacher-centered system should be changed to learner-centered system. To gurantee such a change, however, there are many conditions that has to be satisfied first. I think that the most important thing for the new system is a close interaction between teachers and students. To accomplish a successful interaction, the teachers' understanding and attitude toward their students must change at first. The purpose of this study is to examine what kind of understanding and attitude the teachers need, and what kind of roles teachers must take charge of. At the same time, I suggest that we need to establish a Teacher Center to give teachers a seperate place to learn new theories, and to exchange among themselves the informations they got from the actual field experience.

• Journal of the Korean Home Economics Association
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• v.37 no.5
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• pp.1-18
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• 1999

The purpose of the study was to specify the gender differences and the developmental changes of adolescents' self-esteem. The data was collected from 497 middle school students who were living at Pusan Korea through the questionnaire method by short-term longitudinal research design of 9 months interval. During the first datacollection session, May 1997, the participants completed the multidimensional self-esteem inventory that includes self-esteem dimensions such as home self, peer-related self, teacher-related self, academic-general self, physical-appearance self, physical-competence self and personality self. And during the second datacollection session, the participants completed the same questionnaires of the first session. The major findings of this study were as follows: First, the boy's self-esteem such dimensions of home self, teacher-related self, physical-appearance self, physical-competence self and personality self were significantly higher than those of girls. Second, the home self, peer-related self, teacher-related self, and academic-general self were decreased over time.

• Journal of Fisheries and Marine Sciences Education
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• v.17 no.1
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• pp.35-47
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• 2005

The purpose of this study is to investigate various kinds of discipline problems in middle school classrooms, and the differences in severity and frequency of the classroom discipline problems between male and female students' classrooms in middle schools. This study shows that the discipline problems in the middle school classrooms include using a cellular phone, chattering, sleeping, chewing gum, reading comic books, asking useless questions, challenging a teacher, fighting, calling names, skipping class, throwing trash in the classroom, breaking classroom equipment, creating disorder, losing materials, playing with a ball in the classroom, gambling, and so on. Generally, male students recognized the severity of the classroom discipline problems more than the female students. However, it is shown that the frequency of discipline problems in male students' classrooms is higher than that in female students' classrooms. From the results of this study, male students have more active discipline problems (playing with a ball in the classroom, throwing trash in the classroom, coming to class late, gambling, cutting in line, and so on). On the other hand, female students have more passive discipline problems (making a noise by using a cellular phone, asking useless questions, sending messages to a classmate, studying other subjects, scattering, and so on).

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.793-811
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• 2009

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of Science Education
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• v.37 no.3
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• pp.573-582
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• 2013

This study was conducted to inquire the semantic structure with science terminology used in middle school science class, and based on this, we wanted to look for the way to increase effectiveness of science teaching. In this study, we extracted twenty-six science terminologies used in "Force and Motion" unit in middle school science textbook, and administered word association test using the 26 science terminologies to 316 middle school students. As the result, we found that students had a divergent semantic structure to given science terminology, and there were cases to be interpreted as different meaning with teacher's intention. Also, we identified the terminologies which were not familiar to middle school students. It was found that female students were more familiar with science termilology than male students, and there were differences between schools.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.435-450
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• 1997

The status of facilities, management for the experiment, practices, teaching methods in middle schools have been investigated. The present status and reasonable management of the middle school science education have been grasped from the questionaires. To do this 125 secondary science teachers, 1,745 students and 70 principals of schools in Korea are administered questionaires of Science Education Reserch Institute of Kyungpook National University(1996). The results of this study are as follows : The reasonable management for experiments and practices of science education were scanty in the middle school around the urban and rural school owing to the shortage of facilities and equipments, crowded class, excessive class works for teacher, excessive contents of present textbooks and insufficiency of the administrative supports etc. The current teaching method of middle school science has emphasized knowledge. This fact does not satisfy the objective of learning due to lack of the teaching method. Desirable directions for the improvement of present status of middle school science education were proposed in this paper