• Journal of Fisheries and Marine Sciences Education
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• v.24 no.1
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• pp.123-135
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• 2012

The purpose of this study is to search for factor of obstructing curriculum reconstruction. we try to reconstruct curriculum for relevance and adequacy of educational content. There are many reasons for refusing mission of curriculum reconstruction. We searched the factor of obstructing curriculum reconstruction by survey and qualitative interview. According to the results of previous research, teachers are felt for strong demand of accountability and rigorous evaluation. In the future, the study of these themes will be approached by grounded theory and qualitative study because of nature of the reconstruction problem. Curriculum reconstruction is searched by teacher in real context of instruction and teaching.

• The Korean Journal of Emergency Medical Services
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• v.8 no.1
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• pp.87-104
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• 2004

This study selected the fifth and sixth graders of elementary school in Jeollanamdo who can express their opinions of safety consciousness and understand the items of questionnaire as the population. It selected 10 elementary schools under the supervision of Jeonnam Board of Education and sampled 700 students randomly from 2-3 classes in the 5th and the 6th grade. One preliminary survey was conducted to revise and complement the contents and forms of questionnaire with 70 students of a school from Apr. 1 to 6, 2004 and this study was conducted from Apr. 10 to 30, 2004. Data of this study were collected by explaining the purport of study to subjects after obtaining approval of principal and teacher of the school and distributing questionnaires. Total 700 questionnaires were distributed and 681 were collected (97%) and 602 were used for final analysis except 79 lacking responses. The results of this study are as follows. According to demographical characteristics of subjects, 'male' students were 302(50.%) and 'female' students were 300(49.8%) by sex and 'the 5th graders' were 285(47.3%) and 'the 6th graders' were 317(52.7%) in grade distribution. Residents at 'apartment house' were 406(67.4%) in residence type, 'going to school by foot' was 477 students(79.2%), 'high school graduates' were 297(49.3%) in fathers' education, 'high school graduates' were 366 (60.8%) in mothers' education, 'professional and office workers' were 231(38.4%) in fathers' job, 'full-time workers' were 283(47.0%) in mothers' job, and the number of siblings was one except myself in 343 students(57.0%). Respondents on the level of class showing 'good' were 340(56.5%) and those on the degree of adaptation to school life showing 'active' were 349(58.0%). On the characteristics related to safety education, 360(59.8%) responded it was 'very necessary', on the frequency of safety education at school for last one year, 339(56.3%) responded they had 'once or twice', on the frequency of safety education by parents, 279(46.3%) responded they 'often' had it, on the level of safety practice by parents, 347(57.6%) responded they practiced it 'frequently', on the source of knowledge of safety, 223(37.0%) responded they got it from 'parents, siblings and relatives', on the degree of recognizing the need of safety education textbooks, 295(38.5%) responded 'it was needed', on the recognition of necessity of teacher for safety education, 271(45.0%) answered it was very necessary', and on the recognition of qualification of teacher for safety education, 370(61.5%) answered it was 'paramedic'. The mean score of safety consciousness of subjects was 2.72 (SD. 21) of full score 3, having high score over mean score. According to each area, the area showing the highest safety consciousness was safety of fire(2.83), followed by home safety(2.76) and first-aid treatment(2.76), traffic safety(2.71), play and leisure safety(2.66) and school safety(2.56). Items showing statistical differences in the degree of safety consciousness according to demographical characteristics were sex(t=-3.11, p=.002), education(t=2.33, p=.021) and number of siblings(F=3.729, p=.011). In the difference of safety consciousness between both sexes, 'female' students(2.75) showed higher safety consciousness than 'male' students (2.69), and the former also showed higher safety consciousness than the latter in all six areas of school safety, play and leisure safety, traffic safety, fire safety, home safety and first-aid treatment, and there were statistical differences in the areas of play and leisure safety, traffic safety, fire safety and first-aid treatment. According to the differences of safety consciousness by grade, 'the fifth graders'(2.74) showed higher safety consciousness than 'the sixth graders'(2.70) and the former also showed higher safety consciousness than the latter in all six areas of school safety, play and leisure safety, traffic safety, fire safety, home safety and first-aid treatment, and there were statistical differences in the areas of fire safety and home safety. In the safety consciousness by the number of siblings, 'single son or daughter' (2.78) was highest and their safety consciousness was also highest in all six areas of school safety, play and leisure safety, traffic safety, fire safety, home safety and first-aid treatment, and there were statistical differences in the areas of school safety, fire safety and home safety, There were statistically remarkable differences in degree of adaptation to school life (F=15.349, p=.000) and perceived schooling level(F=9.552, p=.000). According to the degree of safety consciousness related to characteristics of safety education, there were statistical differences at the degree of recognizing the need of safety education(F=9.797, p=.000), degree of safety education at school(F=2.595, p=.006), degree of safety education by parents(F=12.709, p=.000), degree of practicing safety by parents(F=17.579, p=.000), source of knowledge of safety education (F=2,715, p=.044), necessity of safety education textbooks(F=3.972, p=.008), need of safety teacher(F=4.137, p=.006) and qualification standard of safety teacher(F=3.016, p=.029).

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.272-284
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• 1994

The aim of this research was to compare and analyze the children's ideas on evaporation and condensation between pre- and post-intervention. Forty-eight children from six elementary schools in Seoul and Kyung Ki provinces were sampled by stratified random sampling. A set of structured activities was then provided which allow children to explore evaporation and condensation phenomena. All of these activities had a preliminary phase which required the child to predict or speculate on evaporation and condensation using their existing knowledge. These structured activities on evaporation and condensation were reviewed by three professors and eigth primary school teachers. Their comments were used to revise the original contents of the structured activities. The data analysed were gathered by the questionaire and the interview. Pre- and post-intervention data related to evaporation and condensation were collected by the same teacher, and analysed into the same category scheme. Data coding was carried out several times by the researcher to ensure reliablity. Data collected were then classified and analyzed according to the types of children's ideas. The findings of this study were as follows: Results of this study showed that the the vocabulary used to describe the evaporation phenomena varied according to the context, and the scientific term "evaporated" was more frequently used by the older children after post-intervention. But everyday terms such as"dried up","disappered", "gone up" were also used by children as much as the level of pre-intervention. Scientific conception on the location of evaporated water, the factor of evaporation, the ideas about getting the water back and assumption about the physical state of the missing water has been increased for the most of the children after intervention. It was found that the intervention using was effective SPACE strategies regardless of the grade level of the children.

• Journal of the Korea Fashion and Costume Design Association
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• v.17 no.1
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• pp.117-130
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• 2015

As environmental issues have become a worldwide concern after the 20th century, the idea and the term of 'green growth development' has become familiar to the public. After 2008, the green growth development dramatically became an important ideology in Korea; thus industries, studies and product investments in relation are in active progress. Following the trend, the latter major unit of the middle school textbook "Technology & Home Economics" was named the revision of elementary, middle and high school textbooks in 2009. The learning goal of 'green' or 'eco-friendly' of the revised edition of the textbook will guide the middle school students to have better understanding of the issues of clothing habits and the environment. Furthermore, students will be able to apply the 'green' concepts in their real life and put eco-friendly clothing habits into action. Thus, the practice of effective learning will depend on the quality of the current issue of the textbook. Therefore this study analyzes the eco-friendly contents of the semi-unit from 7 different textbooks and presents an example of textbook production to the preliminary teacher of home economics.

• Journal of The Korean Association of Information Education
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• v.14 no.4
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• pp.561-570
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• 2010

In recent years, we can see attempts to take advantage of UCC in a way of the education. But in the precedent studies there are not many guidance plans to help teachers apply UCC in the classroom. The purpose of this paper is to suggest a guidance plan to help teachers apply UCC in the classroom and to analyze the effect of educational using UCC Dramatization learning model on the expanding of students' self-directed learning ability in the information communication ethics education. For this, first, a teacher executes preliminary inspection about self-directed learning ability second, students study about "how to prevent them from cyber crime" using UCC Dramatization learning model. Third a teacher executes post inspection about self-directed learning ability and measures the degree of improvement on self-directed learning ability. The final step is to extract the implications from the analysis of the experiments.

• Nutrition Research and Practice
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• v.17 no.4
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• pp.803-811
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• 2023

BACKGROUND/OBJECTIVES: Nutrition knowledge has been reported to have a weak positive effect on healthy eating behavior. This study aimed to determine if there was a difference in nutrition knowledge depending on the choice of science subject in high school and whether that affected the actual eating habits of college students in Japan. SUBJECTS/METHODS: The subjects were 514 college students, the majority first-year students, in 3 cities in Japan. A questionnaire survey was conducted on elective subjects in science in high school, diet (11 items), lifestyle (5 items), and nutrition knowledge (34 questions). The preliminary survey was conducted on 47 students in the fall of 2019, and the full-scale survey was conducted in May-June and October-November 2021 at the end of lectures for the first-year students. RESULTS: The students in the high-score group (24-31 points, n = 180) had a higher intake of vegetables (odds ratio [OR], 1.78; 95% confidence interval [CI], 1.12-2.82; P = 0.015) and breakfast (OR, 1.64; 95% CI, 1.03-2.60; P = 0.035), and a reduced intake of fast food (OR, 0.27; 95% CI, 0.14-0.51; P < 0.001) than those in the low-score group (6-19 points, n = 150). Only the biology and chemistry students had significantly higher nutrition scores than the other groups (all: P < 0.001), but no significant difference was found between the other groups. Understanding nutrition learned in elementary and junior high school is appropriate, while molecular structure, recommended amount, and food poisoning were insufficient. CONCLUSIONS: Knowledge of nutrition appears to have a positive effect on the actual eating habits of college students. Although biology and chemistry in high school may help students understand the foundations of good nutrition, specialized food education may be required to make informed dietary choices.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.41-50
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• 2020

The purpose of this study was to identify latent classes in school readiness which were measured by both parents and teachers, and to test the relationship with school adaption, academic abilities, problematic behaviors, self-esteem, and happiness. Latent Profile Analysis (LPA), MANOVA, and one-way ANOVA were conducted using the data of 1,154 1st to 3rd grade elementary school students, and the data was collected between the 7th year (2014) to the 10th year (2017) from the Korean Children and Youth Panel Study. The results of study were as follows. First, four school readiness groups were identified: the consistent low group, parent perceived high group, the teacher perceived high group, the consistent high group. Second, the consistent high group and the teacher perceived high group showed relatively better academic abilities and school adaption than the consistent low group. Furthermore, the consistent high group showed higher academic abilities, self-esteem, and happiness, but lower problematic behaviors than the consistent low group. The findings of this study could be utilized as preliminary data for understanding school readiness to promote successful school adaption and psychological well-being of children.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.388-400
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• 2018

The purpose of this study was to explore the nine components of computational thinking (CT) practices and their operational definitions from the view of science education and to develop a CT practice framework that is going to be used as a planning and assessing tool for CT practice, as it is required for students to equip with in order to become creative problem solvers in $21^{st}$ century. We employed this framework into the earlier developed STEAM programs to see how it was valid and reliable. We first reviewed theoretical articles about CT from computer science and technology education field. We then proposed 9 components of CT as defined in technology education but modified operational definitions in each component from the perspective of science education. This preliminary CTPF (computational thinking practice framework) from the viewpoint of science education consisting of 9 components including data collection, data analysis, data representation, decomposing, abstraction, algorithm and procedures, automation, simulation, and parallelization. We discussed each component with operational definition to check if those components were useful in and applicable for science programs. We employed this CTPF into two different topics of STEAM programs to see if those components were observable with operational definitions. The profile of CT components within the selected STEAM programs for this study showed one sequential spectrum covering from data collection to simulation as the grade level went higher. The first three data related CT components were dominating at elementary level, all components of CT except parallelization were found at middle school level, and finally more frequencies in every component of CT except parallelization were also found at high school level than middle school level. On the basis of the result of CT usage in STEAM programs, we included 'generalization' in CTPF of science education instead of 'parallelization' which was not found. The implication about teacher education was made based on the CTPF in terms of science education.

• Journal of the Society of Disaster Information
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• v.17 no.2
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• pp.351-364
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• 2021

Purpose: Fire load analysis was conducted to secure basic data for evaluating fire risk of educational facilities. In order to calculate the fire load through a preliminary survey, basic data related to the fire load of school facilities were collected. Method: The basic data were the definition and types of fire loads, combustion heat data for the calculation of fire loads. The fire load was evaluated by multiplying the combustion heat by the weight of the combustibles in the compartment when calculating the fire load. Result: As for the fixed combustible materials of A-elementary school, the floor was mainly made of wood, in consideration of emotion and safety in the classroom, music room, and school office, and the rest of the compartments were made of stone. The ceiling and walls were made of gypsum board and concrete, so they were not combustible. The typical inflammable items in each room were desks, chairs, and lockers in the classroom, and the laboratory equipment box and experimental tool box were the main components in the science room, and books, bookshelves, and reading equipment occupied a large proportion in the library room. Conclusion: 'The fire loads of A-elementary' schools according to the combustibles loaded were in the order of library, computer room, English learning room, teacher's office, general classroom, science hall, and music room.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.45-57
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• 2001

The purpose of this study is to guide and apply gettable and accessible materials around everyday life into classroom instruction, and to find out their effects on student academic achievement. In order to achieve it, this study was tried to develop and guide available materials around life in teaming activities, to provide a preliminary assignment that could apply the available materials, and to compare its academic achievement to one from field trip loaming. For the hypothesis testing, first, the experimental and comparing classes were selected based on the results of basic learning diagnostic evaluation, which conducted by the researcher being served as a full-time science teacher of the third and sixth grade of K elementary school in Kwangju for 2 years. Secondly, the instructional use of the available materials around life was applied to the experimental class. Also, the instructional use of the existing materials was applied to the comparing class. Finally, for the testing of the effects on academic achievement, the posterio test was implemented after conducting the experimental instruction in knowledge·understanding, inquiry process, and attitude domains classified by the unit characteristics. Using SPSS/WIN program the t-test was performed in order to compare the differences between the two groups. Major findings were as follows: 1) In the achievement test of knowledge·understanding domain, there were no significant differences at the 5％ level between the experimental and comparing classes. It could be difficult to say, therefore, that the instructional use of the available materials around life was more effective than the instructional use of the existing materials. However, it had some effects on differences between the third grade final achievement test and sixth grade experimental class. 2) In the achievement test of inquiry process domain, there were some significant differences in that the sixth grade experimental class was higher than the third grade out-of classroom experience unit. It was indicated that the instructional use of the available materials around life had some effects on improving the students' inquiry ability 3) In achievement test of attitude domain, there were some significant differences. It was shown that the self-evaluation test of the sixth grade experimental class unit was higher than that of the third grade out-of classroom experience unit; Especially, the learning activities in the experimental class were more active, and the experimental practice ability was improved. It was presented that the instructional use of the available materials around life had some effects on the students' academic achievement in attitude domain. It was concluded from this study that the instructional use of the available materials around life was less effective on Knowledge understanding domain, but was effective on improving their scientific inquiry ability and interest on science education.