• Proceedings of the Korea Institute of Fire Science and Engineering Conference
• /
• 2007.04a
• /
• pp.391-396
• /
• 2007

• Journal of the Korean Chemical Society
• /
• v.52 no.4
• /
• pp.423-433
• /
• 2008

• Nutrition Research and Practice
• /
• v.17 no.4
• /
• pp.803-811
• /
• 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 Gifted/Talented Education
• /
• v.16 no.1
• /
• pp.1-19
• /
• 2006

This research is the one, that is, analyze the results of SSH at the science and mathematics subject for the advanced student in Japan recently, and searched for the result and the problem. We analyze reported results separately in detail according to the item for the practical report that the school of the whole country where SSH had been experimented from 2002 to 2004 in 31 places had issued for this. Also we discuss some suggestions and ideas for the mathematics and science instruction on the science high school in Korea.

• Journal of The Korean Association For Science Education
• /
• v.7 no.1
• /
• pp.33-39
• /
• 1987

The contents of current physics textbooks in Korean high school and those of the forergn country (America and Japan)have been investigated. Especially the contents related to energy have been examined. Comparing and analyzing the results, we have suggested the method of improvement of the energy education in high school curriculum.

• Journal of the Korean Data and Information Science Society
• /
• v.16 no.4
• /
• pp.969-977
• /
• 2005

Recently, the decrease of the number of a high-school graduate have serious influences on the number of a limit matriculation of colleges and universities. Based on the resident registration population, we forecast for the number of a high-school graduate until 2022 year in kyungbook. Most college and universities in Kyungbook have to reduce the 67.8% of the number of limit matriculation until 2022 year to avert a disaster by prompt action.

• Proceedings of the Safety Management and Science Conference
• /
• 2006.11a
• /
• pp.85-89
• /
• 2006

The main objective of this study is to propose numerical guideline for the improvement of educational environment about high school girls. In order to analyze feature of the somatotype of the high school girls, analysis of this study was performed about 25 body parts such as height(7 parts), width(4 parts), thickness(4 parts), circumference(5 parts), length(4 parts), and body weight. For the specific comparison on body dementions, Mollison's comparison graph were used.

• Bulletin of the Korean Chemical Society
• /
• v.26 no.10
• /
• pp.1555-1559
• /
• 2005

High-performance fluorescent probes which exhibit either on/off or dual color fluorescence switching in response to the presence of organic vapors with a rapid response, a high sensitivity and a high-contrast on/off signaling ratio were demonstrated on the basis of the vapor-controlled AIEE phenomenon.

• Communications of the Korean Mathematical Society
• /
• v.38 no.3
• /
• pp.695-704
• /
• 2023

Area problems for triangles and polygons whose vertices have Fibonacci numbers on a plane were presented by A. Shriki, O. Liba, and S. Edwards et al. In 2017, V. P. Johnson and C. K. Cook addressed problems of the areas of triangles and polygons whose vertices have various sequences. This paper examines the conditions of triangles and polygons whose vertices have Lucas sequences and presents a formula for their areas.

• Journal of The Korean Association For Science Education
• /
• v.41 no.2
• /
• pp.145-154
• /
• 2021

This study aims to investigate teachers' perceptions of the composition of high school science elective courses ahead of the 2022 curriculum revision, and to derive implications for the organization of the 2022 revised science curriculum in preparation for the full implementation of the high school credit system. To this end, a survey was conducted by randomly sampling high schools across the country. A total of 192 science teachers responded to the questionnaire. In addition, 12 high school science teachers were selected as a focus group, and in-depth interviews were conducted to investigate opinions on the restructuring of elective courses in science. Main research results include 129 (67.2%) science teachers in the survey answered that the current 2015 curriculum's science and elective courses system should be maintained. In the next curriculum, when reconstructing science elective subjects, it is necessary to provide an opportunity to experience the entire contents of each science field through Science I·II system as before, and to ensure student choice in preparation for the credit system. In addition, the opinion that general elective subjects should be organized to include all the contents of science I and II subjects was the highest. Through in-depth interviews, science teachers emphasized that the current science I subject system allows access to the content areas of science as much as possible as the number of subjects is small, and that subjects, such as physics, where the hierarchy of concepts is important, should deal with important content within one subject rather than divided by area. On the other hand, in the current I subject system, there is no subject for liberal arts students to choose from, so teachers suggested that science electives should be organized by subdividing each content area. Based on the research results, the necessity of organizing high school science elective courses in consideration of the purpose of the high school credit system, ways to organize science-convergence elective courses as subjects for all students regardless of career aptitude, ways to organize science-career elective courses, and ways to organize science elective courses in connection with the college admission system were proposed.