• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.129-147
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• 2019

This study aimed at exploring the influence of 'Healthy couple relationship' education on the relationship formation competencies and marriage values of high school students. To achieve the research objective, the 'Healthy couple relationship' lesson plan developed by the author was executed in two high schools for eight weeks from September 1 to November 3, 2018 from which the effects were analyzed. The results are as follows. First, the 'healthy couple relationship' education for high school students has been effective in improving their relationship performance, which is a part of the home economics curriculum. In S high school, the paired t-test of pre-/post-test comparison results showed statistically significant differences in the areas of 'communication', 'conflict resolution' and 'relationship formation performance'. For Sejong City campus-type joint curriculum group, where Wilcoxson signed-rank test was applied due to small sample size, showed that the overall scores as well as all the subsections of 'relationship formation performance' (i.e., 'communication', 'self-understanding', 'conflict resolution', and 'empathy') have improved, although not statistically significant. Second, the 'Healthy couple relationship' education for high school students had positive effects on the marriage values of high school students. In S high school, students' perception of marriage values rendered a statistically significant positive change, while in campus-type joint curriculum in Sejong City, no statistical significance was detected. In conclusion, the 'Healthy couple relationship' education can help high school students build positive values by cultivating their 'relationship formation competence', which is a part of the competencies listed in home economics curriculum, and also broaden their understanding of marriage, by acquiring knowledge and skills to build healthy couple relationships, and learning to implement the knowledge and skills in their own lives.

• 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.56 no.3
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• pp.378-385
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• 2012

In this study, the relationship between students' out-of-school science experience and their view on the nature of science was investigated. The participants were 267 sixth graders, 281 eighth graders, and 307 tenth graders from schools in Seoul. A test of views on the nature of science which consists of five items concerning the purpose of science, the definition of scientific theory, the nature of scientific model, the tentativeness of scientific theory, and the origin of scientific theory was administered. Students' out-of-school science experiences were measured with a subscale of the modified Science Experience Survey consisting of seven items. The results indicated that no statistically significant relationship was found between students' out-of-school science experience and their view on the nature of science in sixth graders. In eighth graders, high level students in terms of out-of-school science experiences were found to possess more contemporarily epistemological view in the item concerning the nature of scientific model but more falsificationist view in the item concerning the tentativeness of scientific theory. High level tenth graders in terms of out-of-school science experiences exhibited more epistemologically sophisticated understandings of the nature of science than their counterparts in the items concerning the purpose of science, the definition of scientific theory, and the nature of scientific model.

• The Journal of Sustainable Design and Educational Environment Research
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• v.15 no.3
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• pp.26-36
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• 2016

The purpose of this study is to provide a basis for determining when a school established long term school plans accepted by analyzing the trend of increase or decrease elementary school students 30 years to target of following nine cities, 607 elementary schools in Korea - 4 metropolitan cities(Incheon, Seongnam, Su-won and Anyang), 2 central regional cities (Daejeon and Cheongju) and 3 southern regional cities(Busan, Yangsan and Kimhae) for this purpose. Results of this study are as follows: First, there were overwhelming numbers of type5 among15 types of increase / decrease in the number of students. Second, in comparison with the type of increase / decrease of the number of students by region, the metropolitan area is ranked as type5>type13>type10>type8, in the middle region type5>type11>type10>type13 and in southern region type5>type10>type11>type13>type2. Therefore, there were regional differences in the number of students. Third, the results of the Conflict Model I and Conflict Model II showed that Type1 and Type7 were not needed to be adopted.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1204-1221
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• 2012

The purpose of this research was to identify the components of scaffolding in open inquiry and to explore the functions of teachers' scaffolding, which is necessary to support students' open inquiry. In order to identify scaffolding components, at first, we conducted a survey using a questionnaire on what students think about open inquiry on 110 students who performed open inquiry in two middle schools, and then carried out factor analysis based on the survey results. It was attempted to investigate students' perception through focus group interviews corresponding to scaffolding components that were identified through factor analysis. Also, we examined teachers' empirical view of scaffolding functions in open inquiry through in-depth interviews with four teachers. The results of exploratory factor analysis revealed that there were five scaffolding components of open inquiry: motivation, planning, strategy, environment and participation. The results of focus group interviews showed that students experienced difficulties in planning, strategy, environment and participation components, except for motivation component. In particular, students asked for support to strengthen the participation component, which means recognizing their role, active participation and collaboration with peers. Meanwhile, the results of in-depth interviews with teachers showed that teachers' empirical views of scaffolding function in open inquiry were categorized as cognitive (conceptual, metacognitive), emotional (motivational, arbitrative) and strategic. Interviewed teachers preferred the strategic scaffolding and cognitive scaffolding to the emotional scaffolding. Based on the results, we also discussed the implications for performing open inquiry effectively.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.94-106
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• 2010

In this study, we investigated the preservice elementary school teachers' self-images of science teaching and the factors influencing their formation by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). One-hundred eighty-two sophomores and 183 seniors were selected from the departments of science and non-science education in three national universities of education. DASTT-C was administered to the sophomores at the beginning of the Spring Semester, and to the seniors at the beginning of the Fall Semester. Analyses of the results revealed that the self-images of science teaching of the seniors were more student-centered than those of the sophomores in the department of science education. However, there was no significant difference between the DASTT-C scores of the sophomores and the seniors in the department of non-science education. Many sophomores answered that the main factors affecting their self-images of science teaching were teaching-learning experiences in elementary, middle and high schools. However, many seniors cited the content and teaching methods in science education courses as well as direct or indirect teaching-learning experiences in teaching practices regardless of the departments. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.42-53
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• 2010

Identifying students' misconceptions by teachers is the primary step in using constructivist teaching strategies. We investigated how secondary science teachers were aware of students' misconceptions about the particulate nature of matter and analyzed the total number of differences of predicted misconceptions by their background variables. We also investigated how they addressed students' misconceptions in their instruction, and how necessary they thought it was to identify students' misconceptions for teaching science concepts. A survey was administered to 87 science teachers at 28 middle schools in Seoul. Teachers' predictions were compared with the misconceptions of 240 seventh-grade students. The teachers, as a group, identified almost all the misconceptions held by the students. However, they were unable to predict which types of misconceptions were more frequent. The total number of misconceptions predicted by the teachers who had careers of less than 10 years, possessed Master's degrees, or majored in chemical education was significantly higher. Although most teachers stated that knowing students' misconceptions was needed for their instruction, they rarely and simply addressed them in their instructions. Many techers faced misconceptions in classroom activities, and only few teachers found them through publications relating to students' misconceptions, teacher preparation courses and/or in-service training programs. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.107-123
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• 2010

This study investigated the content and the effect of peer discussion about classroom practices on their science teaching. Participants included three science teachers with chemistry backgrounds in middle and high schools. Each of them had their classes videotaped and observed the footage as well as discussed the lessons together. The teachers had six meetings on 15 recorded lessons including one meeting beforehand. Teachers' discussions were also audio-taped and the data was transcribed. Teachers extensively discussed their lessons not only in terms of instructional strategies and scientific concepts but also the curriculum organization and teaching goals. Analysis of video-recorded lessons showed that instructional strategies were changed partially, but the aspects of curriculum organization in relation to teaching goals were not changed. Analysis of the recorded data revealed that teachers recognized the problems in their science teaching and considered the practical alternative ideas suggested by peers, but teachers proposed the necessity of experience to practice in their class. The study shows that observing and discussing each other's classes is one possible way to improve the class. Implications about teaching improvement for other teachers were discussed.

• The Journal of the Acoustical Society of Korea
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• v.35 no.2
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• pp.92-101
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• 2016

There are many results in which acoustical conditions of a classroom play an important role for studying effects and academic achievement of students. However, there are very few guidelines or design proposals which could make appropriate acoustic environment when classrooms are built or renovated. The present study suggests various design proposals satisfying acoustic standards of classrooms based on theoretical calculation and acoustic field experiments. At first, minimum area of sound absorption was calculated which is required to satisfy the acoustic standard for domestic middle and high schools. Also, room acoustic measurements were carried out in order to investigate the acoustic performance of an existing classroom by changing interior finishing materials on ceiling and rear walls. As a result, it was revealed that reverberation time standard below 0.8 s can be acquired even if there is no sound absorption on ceiling which is a general practice executed in Korea. Specially, it was found that if partial area of ceiling would be treated as reflective with the ratio of sound absorption and reflection as 2:1, almost similar acoustic parameters of $C_{50}$, $D_{50}$, RASTI (Rapid Speech Transmission Index) and higher sound levels could be acquired in comparison with the case of entire sound absorption on ceiling.

• Hwankyungkyoyuk
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• v.5 no.1
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• pp.34-46
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• 1993

The international environmental activity and environmental education began in 1970's. Environmental education in Korea was emphasized since the Forth National Curriculum. The Environmental Curriculum was regarded as one of the most important part in the Sixth National Curriculum in Korea. Environment-related reference texts of Elementary school were already developed. Soon, 'Environment' of middle school and 'Environmental Science' of high school will be developed. The purpose of this study were to analyse environment-related texts in the Fifth National Curriculum and to measure how much environmental education has achieved. As a environmental text for regular class, selected the environmental part in 'Science Part 1' and as environment-related reference text, 'Survival and Environment'. The environmental part of 'Science Part 1' was unit [Life and Environment]. According to the analysis of objectives, most of unit objectives were not stated in a detailed and precise manner. When the goals of environmental education were divided into four fields as follows, knowledge and information, skill, thinking and attitude, behavior and participation, unit objectives were mostly emphasized on knowledge and information of environment, exactly 44.5% of unit objectives and 89.6% of subunit objectives. The degree of relationship between unit objectives and contents was low. All the Check up-problems were about knowledge and information of environment. Environment-related reference text, 'Survival and Environment' was the only reference text for high school students in Korea and was organized in the form of the regular curriculum text. It was developed in Korean Education Development, Center with support of Korean Environmental Ministry in 1990. According to the analysis of 'Survival and Environment', the objectives of units and subunits were less stressed on knowledge and information than those of unit [Life and Environment] in the environmental part of 'Science Part 1' On the other hand, they were a little more stressed on skill, thinking and attitude, behavior and participation. And fifteen of all the seventy subunit objectives were not related with contents. In organization, this text included Thinking problems, Experiments and Inquiries, Reading, Developed studies and Check up-problem etc. It was remarkable that Inquiries leaded to individual activities and Developed studies to group discussions or individual inquiries. And as Check-up problems were presented as a form of activities, students could achieve many various objectives at the same time by solving one problem. To measure the achievement of environmental education by questionnaire, 497 high school students in total were selected from five different schools. Scores in subtest 'behavior and participation' and subtest 'thinking and attitudes' were 13.19 and 18.18, respectively. Actually, most students had a positive thinkings and attitudes in their hearts about environmental problems, but many of them actually did not take actions to solve environmental problems and to protect environment. Scores in subtest 'knowledge and information' and subtest 'skill' were 10.76 and 10.81, respectively. The higher the score students got in 'knowledge and information', the higher the score in 'skill'. It implies that learning of skills is based on learning of knowledges and informations about environment has not always ensured positive thinkings and attitudes or active behaviors and participations to solve environmental problem.