• Korean Journal of Community Nutrition
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• v.10 no.5
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• pp.654-667
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• 2005

To survey the different view points about food service programs among parents and teachers, 2 types of questionnaires, which consisted of attitude, perception, satisfaction and demand of the food service program in child education centers, were used. The data was collected from 2450 parents and 450 teachers who attended a child education center in 16 provinces, nationwide. SPSS was used for descriptive analysis and ANOVA test and $X^2-test$. The frinding results were as follows. 1. The average serving size of meal (lunch) were 80 meals per day and 167 meals per day at large institutions. Mean cost of snacks was 14,709 won per month and mean costs of lunch were 29,319 won per month. The mean price was not significantly different according to the scale of institution. The numbers of servings of lunch, morning snack and afternoon snack were 5, 3.4 and 3.5 times per week each. $56.4\%$ of the institutions served meals to children in classrooms, but the national/public institutions, which were attending elementary school, served meals in a dining place in the elementary school. 2. Teacher controlled serving portion size of snacks $(79.6\%)$ and lunch $(88.8\%)\;and\;30.1\%$ of teacher did not allow leaving lunch food. The ratio of knowing about preserved meals of the teacher who worked at a small institution was significantly higher than the teacher who worked at large institutions (p<0.01). 3. Between parents and teachers, several different view points about school lunch programs were detected. Most parents and teachers wanted that the school lunch to be fully cooked and served at the child education institution itself, but $12.2\%$ of parents and $14.4\%$ of teachers wanted a catering service. The teachers group preferred 'lunch box from home' and 'home partially prepared lunch' as an ideal meal serving type than the parent groups (p<0.01). And there were significantly different view points about price factors in school meals, teachers group highly answered that operating expenses must be added in meal prices. 4. The teacher groups' priorities of education activities during meal time were a significantly lower score than parents group in overall education activities. Teacher and parent groups pointed out that individual sanitation activities were most important of the education activities during meal time, but promoting good eating habits was the lowest score in both groups. 5. 'Improving taste and food quality' was most urgent in food service at child education centers, but there were significantly different view points between parent groups $(64.5\%)$ and teacher groups $(43.8\%)\;(p<0.05)$. They answered at a lower percent in 'employee qualified person' and 'cost control' point to improve food service, but there were also different opinions between the two groups (p<0.01). 6. As to the matter of the advantages and disadvantages of catering services, two group answered that the advantages of a catering service were 'convenience' and 'to solve facilities and labor problems', disadvantages were 'lower in food freshness' and 'sanitation problems'. There were also several different view pionts in catering services, the parents groups were more anxious about food sanitation than teachers. This study found several different view points about school food services among parents and teachers. To improve food services at child education institutions, there is a need to adjust the differences between the two groups through interactive communication channels and education and to employ dietitians as taking charge of adjusting roles between the two groups.

• Journal of the Korean Society of School Health
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• v.1 no.2
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• pp.118-135
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• 1988

This study is designed to analyze the problems of health education in schools and explore the ways of enhancing health education from a historical perspective. It also shed light on the managerial aspect of health education (including medical-check-up for students disease management. school feeding and the health education law and its organization) as well as its educational aspect (including curriculum, teaching & learning, and wishes of teachers). At the same time it attempted to present the ways of resolving the problems in health education as identified her. Its major findings are as follows; I. Colculsion and Summary 1. Despite the importance of health education, the area remains relatively undeveloped. Students spend a greater part of their time in schools. Hence the government should develop a keener awareness of the importance of health education and invest more in it to ensure a healthy, comfortable life for students. 2. At the moment the outcomes of medical-check-up for students, which constitutes the mainstay of health education, are used only as statistical data to report to the relevant authorities. Needless to say they should be used to help improve the wellbeing of students. Specifically, nurse-teachers and home-room teachers should share the outcomes of medical-check-up to help the students wit shortcomings in growth or development or other physical handicaps more clearly recognize their problems and correct them if possible. 3. In the area of disease management, 62.6, 30.3 and 23.0 percent of primary, middle, and highschool students, respectively, were found to suffer from dental ailments. By contrast 2.2, 7.8, and 11.5 percent of primary, middle and highschool students suffered from visual disorders. The incidence of dental ailments decreases while that of visual impairments increases as students grow up. This signifies that students are under tremendous physical strain in their efforts to be admitted by schools of higher grade. Accordingly the relevant authorities should revise the current admission system as well as improve lighting system in classrooms. 4. Budget restraints have often been cited as a major bottleneck to the expansion of school feeding. Nevertheless it should be extended at least, to all primary schools even at the expense of parents to ensure the sound growth of children by improving their diet. 5. The existing health education law should be revised in such a way as to better meet the needs of schools. Also the manpower for health education should be strengthened. 6. Proper curriculum is essential to the effective implementation of health education. Hence it is necessary to remove those parts in the current health education curriculum that overlaps with other subjects. It is also necessary to make health education a compulsory course in teachers' college at the same time the teachers in charge of health education should be given an in-service training. 7. Currently health education is being taught as part of physical education, science, home economics or other courses. However these subjects tend to be overshadowed by English, mathematics, and other subjects which carry heavier weight in admission test. It is necessary among other things, to develop an educational plan specifying the course hours and teaching materials. 8. Health education is carried out by nurse-teachers or home-room teachers. In connection with health education, they expressed the hope that health education will be normalized with newly-developed teaching material, expanded opportunity for in-service training and increased budget, facilities and supply of manpower. These are the mainpoints that the decision-makers should take into account in the formation of future policy for health education. II. Recommendations for the Improvement of Health Education 1. Regular medical check-up for students, which now is the mainstay of health education, should be used as educational data in an appropriate manner. For instance the records of medical check-up could be transferred between schools. 2. School feeding should be expanded at least in primary schools at the expense of the government or even parents. It will help improve the physical wellbeing of youths and the diet for the people. 3. At the moment the health education law is only nominal. Hence the law should be revised in such a way as to ensure the physical wellbeing of students and faculty. 4. Health education should be made a compulsory course in teachers' college. Also the teachers in service should be offered training in health education. 5. The curriculum of health education should be revised. Also the course hours should be extended or readjusted to better meet the needs of students. 6. In the meantime the course hours should be strictly observed, while educational materials should be revised in no time. 7. The government should expand its investment in facilities, budget and personnel for health education in schools at all levels.

• Journal of the Korean earth science society
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• v.37 no.4
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• pp.243-268
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• 2016

The purpose of this study was to explore the effects of Cogenerative Dialogues embedded in a modeling-centered science learning and instruction on 7th grade female $students{\acute{i}}$ understanding of scientific models and modelling A total of 49 7th grade female students in two classrooms participated in a series of five modeling-centered science lessons, and 17 students volunteered to participate in this study. Participating students were divided into four groups, and two groups were randomly assigned to a treatment group who were asked to participate in Cogenerative Dialogues after each lesson, while the others, a control group, who did not. For data analysis, Upmeier and $Kr{\ddot{u}ger^{\prime}s$ framework was used to explore $participants{\acute{i}}$ understanding of model, and a revised $Baek{\acute{i}}s$ framework was used to examine $participants{\acute{i}}$ modeling process. Data analysis indicated that students who participated in Cogenerative Dialogues generally showed richer understanding of scientific models, as well as modeling, than the others who did not. This study suggests that Cogenerative Dialogues can be used as an educationally meaningful method for science educators to encourage students actively participate in a whole process of science instruction and learning, which assists them to increase their understanding not only of scientific models and modeling specifically but also of the nature and processes of scientific practice in general.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.234-241
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• 2002

The purpose of the study is to investigate the applicability of portfolio assessment to ordinary elementary science classes, and the effects of a portrolio assessment on students' science achievement, inquiry ability, and science attiudes. Two schools were sampled from a metropolitan area, a city, and three schools from rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively. The total number of participants of the study are 475. Portfolio assessmest was administered to experimental group, and conventional teaching to control group for two and half month. Science achievement test, science inquiry ability test, and science attitudes test were administered as a pre- and post-test. Portfolio asseddment seems to be applecable to ordinary elementary science classroom. Statistically meaningful difference was not found in students' science achievemant by group, region, and sex. Students' inquiry ability and science attitudes showed statistically meaningful difference by region rather than group. Experimental group showed more positive scores on some sub-domains of science attitudes, such as perception on science education, and science career, interests in science activity, and criticism. In conclusion, portfolio assessment can be applicable to ordinary dldmentary science classrooms. The effects of portfolio assessment are at least the same as the traditional teaching on student science achievement, inquiry ability, and science attitudes.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.469-489
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• 2017

Teachers are the primary agent of didactic transposition. In the process of transposing mathematical knowledge presented in mathematics curriculum and textbooks to mathematical knowledge for teaching in a classroom, teachers are significantly influenced by not only teachers' personal factors but also circumstances and constraints existing inside and outside of classrooms. Therefore, to understand teachers' didactic transposition, we need to analyze influence of institutional and socio-cultural factors on teachers' didactic transposition process. Identifying factors and constraints influencing teachers' didactic transposition provides important opportunities to have a deeper understanding of teachers' didactic transposition and develop their classroom practices. This study analyzed secondary mathematics teachers' perspectives on didactic transposition by exploring factors influencing their didactic transposition process using their reflective journal about their classroom practices. As a result, we identified the five factors influencing participating teachers' didactic transposition. We also found that different teachers had different extent of influence of five factors on their didactic transposition. Based on the results, we discussed ways to help mathematics teachers' didactic transposition.

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.251-272
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• 2005

Given that cognitive demands of mathematical tasks can be changed during instruction, this study attempts to provide a detailed description to explore how tasks are set up and implemented in the classroom and what are the classroom-based factors. As an exploratory and qualitative case study, 4 of six-grade classrooms where high-level tasks on ratio and proportion were used were videotaped and analyzed with regard to the patterns emerged during the task setup and implementation. With regard to 16 tasks, four kinds of Patterns emerged: (a) maintenance of high-level cognitive demands (7 tasks), (b) decline into the procedure without connection to the meaning (1 task), (c) decline into unsystematic exploration (2 tasks), and (d) decline into not-sufficient exploration (6 tasks), which means that the only partial meaning of a given task is addressed. The 4th pattern is particularly significant, mainly because previous studies have not identified. Contributing factors to this pattern include private-learning without reasonable explanation, well-performed model presented at the beginning of a lesson, and mathematical concepts which are not clear in the textbook. On the one hand, factors associated with the maintenance of high-level cognitive demands include Improvising a task based on students' for knowledge, scaffolding of students' thinking, encouraging students to justify and explain their reasoning, using group-activity appropriately, and rethinking the solution processes. On the other hand, factors associated with the decline of high-level cognitive demands include too much or too little time, inappropriateness of a task for given students, little interest in high-level thinking process, and emphasis on the correct answer in place of its meaning. These factors may urge teachers to be sensitive of what should be focused during their teaching practices to keep the high-level cognitive demands. To emphasize, cognitive demands are fixed neither by the task nor by the teacher. So, we need to study them in the process of teaching and learning.

• The Journal of the Korea Contents Association
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• v.8 no.3
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• pp.156-172
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• 2008

The point of departure is the Popularity of the electronic games among the youth generation. This study attempts to make up a questionnaire containing the questions which are intended for the youth generation realistically and at the same time in a meaningful way pedagogically. Any researcher who wants to understand the youth culture at the present time is necessary to approach the youth generation in a positive attitude of learning, so asking the questions to the youth generation is as important as having the answers. That is to say, this paper is not a statistical analysis of the questionnaire, nor a empirical research of youth's reception of the electronic games. Now that the emphasis of the paper is located on the very way of approaching the youth generation concerning the electronic games, this study starts with the university students in the first place because they are in a more advantageous milieu for conversation in the classroom on the subject. To be sure, this study will be able to cover the whole area of primary, junior or senior high-school by way of some modifications. Conclusively, this paper aims at providing with practical ideas of teaching, which immediately can be appropriated into the classroom by the teachers in the actual field, and drawing attention to the potential educational contents of the cultural products. Furthermore, the questionnaire proposed in the paper is meant for the first step towards the aesthetics of the electronic games with a view to the game-imagination.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.499-512
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• 2014

Architecture is usually seen as a product of art and technology. However, most historical buildings also exemplify various sophisticated principles of mathematics. Outstanding examples of architecture around the world such as Seokguram, Daewoongjun of Bulguksa, Muryangsujeon of Buseoksa, and the Parthenon provide students with a great opportunity to study their underlying mathematical properties and principles. The activity of identifying and investigating such mathematical principles in historical buildings enables students to realize that mathematics is a practical subject, and thus provides justification for the study and importance of mathematics. For the purpose of this study historical architecture was reviewed with this in mind in order to develop STEAM education materials focused on elementary school mathematics. The result of this study is as follows: first of all, appropriate examples of historical architecture were selected on the basis of the 2009 revised curriculum's content and teaching goals. These involved chapters on 'proportion', 'symmetry', 'movement of figures', 'building blocks', and 'triangles'. Secondly, a meta-analysis was performed on the historical buildings that clearly illustrate mathematical principles. Thirdly, STEAM education materials focused on elementary mathematics using architectural examples were developed which made actual application in classrooms possible. And lastly, surveys of professional groups were conducted to verify whether the produced materials were suitable teaching resources.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.71-82
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• 1998

The main purpose of Iowa Chautauqua Program(ICP) and Iowa-Scope, Sequence. and Coordination (Iowa-SS&C) was to educate K-12 science teachers so that they could teach science in a human context using the constructivist strategies. The major task for the participating teachers to perform was to develop modules with the emphasis on STS and constructivist approach. which were supposed to be taught in the respective classrooms. Teachers worked together for two weeks for the development of modules during the summer, and attempted the modules with their students. The participating teachers met regularly during the autumn semester to share and reflect their experiences and obtain additional information on science education reform and its implications. During the winter break. the teachers improved and extended the STS modules. The Iowa Chautauqua Program and Iowa-SS&C had two important implications for Korean science education. First, they made the most of the resources they had in order to provide the practicing teachers with recent research findings on the nature of science. science learning and teaching, that is. the constructivist approach. Second, they emphasized both cooperation of teachers and long-term training to realize the reform in school science education.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.419-429
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• 2015

In this study, we explored students' epistemological framing during scientific argumentation and how interactions among group members influenced group argumentation. Twenty-one gifted science students divided into groups of three or four participated in this study. Students' discussions related to data interpretation concerning the rate of photosynthesis were analyzed. Students' activities were videotaped in groups so the discourse could be transcribed and students' behavioral cues analyzed. Students' epistemological framing has been identified through analysis of their speech and behavioral responses to the anomalous data from the inquiry process. Subsequently, their sources of warrant and group argumentation levels were explored. We found out that group members framed the inquiry in two ways: "understanding phenomena" and "classroom game." Group members whose framing was "understanding phenomena" required other members to justify the anomalous data by examining its validity and reliability, which conclusively demonstrated a high level of argumentation. On the other hand, when group members used "classroom game" to frame their argumentation, they did not recognize the necessity of explaining the anomalous data; rather, these students used simple empirical justification to explain the data, reflecting a low level of argumentation. When students using different epistemological framing disagreed over interpretations of anomalous data throughout the discussion, clashes ensued that resulted in emotional conflict and a lack of discussion. Students' framing shifts were observed during the discussion on which group leaders seemed to have a huge influence. This study lays the foundation for future work on establishing productive framing to prompt scientific argumentation in science classrooms.