• 대한공업교육학회지
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• v.40 no.1
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• pp.163-179
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• 2015

Sustainable development brings many potential advantages to the society and environment. As such, many educational communities have concentrated on incorporating this concept into their educational programs for the K-12 classrooms. The K-12 technology educators have also exerted efforts to infuse the sustainable development concept into the K-12 national-curriculum level. The purpose of this study was to investigate the high school students' attitudes towards sustainable development. The study participants were 1,073 high school students from six high schools in Gyeonggi province. A self-reported instrument was used to obtain the students' demographic information and to come up with an attitudinal scale towards sustainable development. This study employed statistical ways of exploring the attitudinal level of the South Korean high school students and of describing the subcategories of the sustainable development. The findings described the high school students' attitudes towards sustainable development with regard to three components: (1) cognition of sustainable development; (2) practices in pursuit of sustainable development; and (3) perception of the education for sustainable development. The exploratory factor analysis supported three perspectives of the students' attitudes towards sustainable development. Also, the qualitative data collected and analyzed from the students' responses to the open-ended question posed to them indicated two domains of the students' cognition of and practices in pursuit of sustainable development. These findings were made on the bases of several recommendations regarding the research on and implementation of Education for Sustainable Development(ESD).

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.17-35
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• 2011

The purpose of this study was to determine the possibility of character education in the middle school home economics program: by extracting learning factors that can cultivate gratitude disposition from the eighth grade in the unit of 'clothing life' of middle school HE text, developing five teaching-learning lesson plans and learning materials, and applying them in classrooms to see any changes in gratitude disposition standards before and after its application. Five teaching-learning lesson plans for the cultivation of gratitude disposition were developed, and completed after three experts in home economics verified their validity and revised them. From June 1, 2010 to June 30, 2010, five classes were to 210 grade students at a Gyeongbuk Junior School, and dispositions were investigated before and after the classes. Gratitude disposition standards used GQ-6, like McCullough, and for before-and-after-inspection comparison, t-test and analysis of open-ended questionnaires were carried out. The results proved the instruction effective. Before the class for the cultivation of gratitude disposition, students had a gratitude disposition average of 2.87(out of 5). After the class, the average was 3.35, which shows that students had improved considerably. Also, in analysis of a open-ended questionnaire, it was said that the class had been provided the opportunity to think about the value of nature and neighbors and that the class content reminded them about appreciation. In conclusion, for the character education in other areas of middle school home economics, teaching-learning lesson plans development must be attained to further this character education program.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.53-65
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• 2020

This study aimed to suggest measures expand career-related elective subjects in the high schools through a case of establishing and utilizing a learning space for hands-on home economics classroom activities. Upon the trend reviews of elective subjects in the high school and literature reviews on the educational outcomes from home economics classrooms, a case of career-related elective subject by establishment of learning space related to home economics was proposed in two high schools in Seoul. The results are as follows: First, the trend in 2020 showed that selecting a home economics course as a career-related subject depends on school situations. The results of the survey at schools show that the utilization rate of hands-on learning space for home economics was high with high preference among students, but schools implicitly guided students to select courses that are related to preparation for university entrance. Second, reductions of class hours and decreased likelihood to offer courses in home economics in general high schools would influence the recruitment of teachers, which may ultimately result in a threat to the subject. However, through career-related activities, students may develop positive perception of the subject of home economics and consequently select the subject. Therefore, it is necessary to open and promote multiple elective courses related to home economics for the survival of subject of home economics.

• 한국노년학
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• v.39 no.4
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• pp.959-976
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• 2019

The purpose of this study was to understand socio-demographic factors related to older adults' participation patterns in lifelong education. For the purpose, this study used the raw data of 2017 Survey of the Living Conditions of the Elderly (SLCE) conducted by The Korea Institute for Health and Social Affairs. From the data of 10,073 older adults, their lifelong education participation, participating program types, participating organizations, and participating frequency were analyzed by their sex, age, educational level, household income, the longest job status, and health status. This study found that female, age of 70-74 and 75-79, educational levels of high school and higher, the longest job status of regular employees and unpaid family workers, and decent health status of older adults more participated in lifelong education. According to lifelong education program types, significant differences were found between education groups of middle school/lower and groups of high school/higher and between 1, 2 quintile income groups and 3, 4, 5 quintile income groups. In relation to the participating organizations, groups of 70 years and older, middle school and higher education level, under 3 quintile income, and poor health tended to participate in lifelong education at the elderly welfare center, senior citizens, and elderly classrooms. In terms of participation frequency, high school and college/higher than 0 year of school education, and regular workers than unpaid family workers were more frequently participated in lifelong education. This study showed the inequality in lifelong education participation according to older adults' demographic characteristics; finally, this study suggested necessary policies and academic discussions for future older adults' lifelong education.

• The Mathematical Education
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• v.56 no.3
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• pp.301-318
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• 2017

This paper explores students' question generation process and their study in small group discussion. The research is based on Anthropological Theory of the Didactic developed by Chevallard. He argues that the savior (knowledge) we are dealing with at school is based on a paradigm that we prevail over whether we 'learn' or 'study' socially. In other words, we haven't provided students with autonomous research and learning opportunities under 'the dominant paradigm of visiting works'. As an alternative, he suggests that we should move on to a new didactic paradigm for 'questioning the world a question', and proposes the Study and Research Courses (SRC) as its pedagogical structure. This study explores the SRC structure of small group activities in solving ill-structured problems. In order to explore the SRC structure generated in the small group discussion, one middle school teacher and 7 middle school students participated in this study. The students were divided into two groups with 4 students and 3 students. The teacher conducted the lesson with ill-structured problems provided by researchers. We collected students' presentation materials and classroom video records, and then analyzed based on SRC structure. As a result, we have identified that students were able to focus on the valuable information they needed to explore. We found that the nature of the questions generated by students focused on details more than the whole of the problem. In the SRC course, we also found pattern of a small group discussion. In other words, they generated questions relatively personally, but sought answer cooperatively. This study identified the possibility of SRC as a tool to provide a holistic learning mode of small group discussions in small class, which bring about future mathematics classrooms. This study is meaningful to investigate how students develop their own mathematical inquiry process through self-directed learning, learner-specific curriculum are emphasized and the paradigm shift is required.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.211-230
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• 2009

The purpose of this study was to investigate the effects of using the play with multiplication activities based on Skemp's theory for mathematics achievements and attitudes toward mathematics of elementary school students. For this study, we rearranged Skemp's play activities according to our curriculum in the area of multiplication and applied them to the 2nd grade classes of an elementary school. The plays with multiplication activities were applied to the experimental group while traditional teaching method was used with the current mathematics textbook for the comparative group. We obtained the following conclusions: First, in terms of mathematics achievement, the experimental group who used the plays with multiplication activities based on Skemp's theory didn't show significant difference with the comparative group. Second, it proved that the plays with multiplication activities based on Skemp's theory was more effective for lower level of students than the higher level of students. Third, the plays with multiplication activities based on Skemp's theory have positive effects on improving students' attitudes toward mathematics. We need to use the plays with multiplication activities based on Skemp's theory in the classrooms and find problems with the applying the activities. In addition, we need to develop a more various activities based on Skemp's theory for a better teaching.

• Journal of the Korean earth science society
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• v.28 no.4
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• pp.415-430
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• 2007

The purpose of this study was to investigate the characteristics of high school students' conceptual understanding about minerals and rocks. A questionnaire was developed to examine students' conceptions of minerals and rocks. The data were collected from 93 students in 10th and 119 students in 11th grades in a high school. The result showed that students' understanding of minerals and rock was on the moderate level. The 10th grade students showed a relatively lower level of understanding about igneous rocks while the degree of the 11th graders' understanding about certain concepts related with melting point in the rock domain was a little bit lower than the average. Although the understanding levels between the two grade levels were similar, there were some items for which students understanding seemed to be more sophisticated with the grade. In the questions about the characteristic of basalt surface, however, the frequencies of non-scientific conceptions were not decreased, rather increased along with the grade. It was also found that the conceptions students acquired from other science lessons as well as earth science classrooms did rather interfere with students' construction of the scientific concepts of minerals and rocks even though sometimes they were helpful for learning. It was suggested that the teachers should understand that some specific terms in earth science have different meanings as they were used in other subjects.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.607-633
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• 2016

Teachers and students tend to perceive mathematics irrelevant with character education. Since there has been no teaching of cross-curriculum characters education in mathematics classrooms, this research was to look for the possibility of teaching the character education in mathematics. Through the pilot study, trying to rebuild character factors based on Moon, et al,(2011), the researcher applied them to developing 8 lesson plans and carried them to 12th graders of the high school in March and April, 2014 using pre and post tests. Based on statistically significant difference with the level of p<.05, in "relation with me", for 'appointment' in the pretest, the students of natural science(SNS) exceeded, but in the posttest the students of humanities(SH) exceeded. In "relation with the other", in the posttest, for 'forgiveness' and 'responsibility' SNS, but for 'ownership' SH exceeded. In 'relation with a group' in the pretest for 'community spirit' SNS, and in the posttest SH exceeded. In the pretest in this study SNS naturally perceived the value of character education in math classes since they were closer to mathematics but after the experience through character education with cross-curriculum factors, SH perceived its importance expecially 'appointment', 'ownership', and 'community spirit' more than SNS so that we could predict the possibility of teaching cross-curriculum character factors in mathematics even after they had preconception as a high school student.

• Clinical and Experimental Pediatrics
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• v.54 no.12
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• pp.501-506
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• 2011

Purpose: A high level of air pollutants can increase the number of patients with allergy-related diseases such as asthma and allergic rhinitis (AR). To analyze the association between air pollution and allergic disease, we investigated 2 areas in Korea: Incheon, an industrial area, and Jeju, a non-industrialized area. Methods: Second grade students at elementary schools (11 schools in Incheon and 45 schools in Jeju) were examined in a cross-sectional study. A questionnaire was used and a skin prick test was performed. The levels of $NO_2$, $CO_2$, $O_3$, particulate matter (PM) $PM_{10/2.5}$, formaldehyde, tVOCs, and dust mites in the classrooms and grounds were determined. Results: The levels of outdoor CO, $PM_{10}$, and $PM_{2.5}$ were significantly higher in Incheon (P<0.01). The levels of indoor CO, $CO_2$, $PM_{10}$, $PM_{2.5}$ were significantly higher in Incheon (P<0.01). The prevalence rates of AR symptoms at any time, AR symptoms during the last 12 months, diagnosis of rhinitis at any time, and AR treatment during the last 12 months were significantly higher in Incheon (P<0.01). The prevalence rate of wheezing or whistling at any time, and wheezing during the last 12 months were significantly higher in Incheon (P<0.01). Conclusion: We found that the children living in Incheon, which was more polluted than Jeju, had a higher rate of AR and asthma symptoms compared to children in Jeju. To determine the effect of air pollution on the development of the AR and asthma, further studies are needed.

• Journal of Science Education
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• v.37 no.1
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• pp.203-220
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• 2013

The purpose of this study was to investigate how 'free inquiry' was implemented in middle school science classrooms. In order to do this, survey and interviews were administered. The subject of survey was 165 science teachers at 58 middle schools and interviewees were 4 teachers and 10 students. As a result, 49.6% of science teachers in school year 2010, and 34.1% in 2011 applied 'free inquiry'. Teachers applied 'free inquiry' during one semester, and they let the students select topic of 'free inquiry'. Teachers grouped students according to students' opinion or their gender and ability, and one group was consisted of 4 students. The effect of applying 'free inquiry' was that students improved the interest on science, science inquiry ability and self directed learning capability. Students were interested in doing 'free inquiry', and they wanted to do it again. Teachers claimed that it took much time and effort to apply 'free inquiry', and students lacked science inquiry skills and interest on science. The teachers who did not apply 'free inquiry' stated reasons such as the shortage of instructional time, and they didn't think that 'free inquiry' should be implemented. For the effective implementation of 'free inquiry', this study suggested that teachers should be recognized the intention of 'free inquiry', teaching-learning materials about 'free inquiry' be developed and provided, and laboratory assistants be employed.